If class sets of textbooks have been purchased recently, they may be used as one of many resources. Textbook materials considered suitable will be listed in the Bibliography and in the Book Bureau Order Form. However, all textbooks must be examined carefully. Only those parts that support the objectives of the curriculum and the recommended instruction and evaluation practices should be used. Class sets of textbooks are expensive and they can become quickly outdated. No one textbook meets all the requirements of the curriculum. Therefore, the purchase of a class set of textbooks is not recommended. New print resources which more fully support the curriculum may be available from publishers in the future. [As a general guideline, most series published before the NCTM Standards, (1989) document will not be written with newer instructional and evaluation standards in mind. The first revision of the NCTM Standards is scheduled for 1997.]
The following resources are appropriate for support of the curriculum. These resources are selected from materials that have been submitted by publishers and evaluated by pilot teachers and curriculum writers.
The Book Bureau (BB) stocks most of the key resources. Please note that prices quoted are approximate only. Whenever possible, the key resources identified should be examined before final ordering decisions are made. The Book Bureau may accept returns of previewed materials if they are unused and unmarked, and a restocking fee is paid. Please contact the Book Bureau for details.
The use of graphic calculators is strongly encouraged. The efficient use of this tool will allow students to explore many concepts in much more depth, to develop a broader understanding of related families of equations or data, and to become more proficient in applying this knowledge to real-world situations. Calculator use is expected to become more intense at the 30 level. The most popular ones range in cost from $100 to $200.
The philosophy of the mathematics program promotes the active participation of all students. Students learn best by first experiencing concepts through manipulation of concrete materials, and then transferring this experience to the abstract domain. Therefore, teachers should have some basic manipulatives as part of their classroom resources. Some manipulatives should be purchased, while others can be constructed or collected (such as pennies and styrofoam cups). Most concrete manipulatives can be used in a variety of ways in the classroom.
Some commercially-produced manipulatives are listed in the following table. The list indicates the material required for a class of 30 students.
|
Item |
Order no. |
Suggested Quantity |
Price (Approx.) |
|
Alge-tiles* class set (15 xtile sets and 15 ytile sets, includes Teacher Resource Binder) |
BB 6822 |
1 set |
$185.00 |
|
Alge-tiles Teacher Resource Binder |
BB 6838 |
$30.70 | |
|
xtile set |
BB 6836 |
$5.60 | |
|
ytile set |
BB 6637 |
$5.60 | |
|
Overhead Set (Alge-tiles) |
BB 6823 |
1 set |
$51.20 |
|
Set of Dice (pkg. of six) |
BB 6833 |
20 six-sided dice |
$2.00 pkg. of 6 |
|
Mira Unit |
BB 6834 |
15 units |
$5.85 per unit |
|
Mira Activities Book |
BB 6835 |
$8.35 | |
|
Graphic Calculators |
Not available at the Book Bureau |
Class set (1 per student) |
$3500.00 |
* Alge-tiles are a manipulative resource useful for developing several important mathematical concepts. A class set includes 15 xtile sets and 15 ytile sets with different colours for positive and negative. They provide students with a hands on resource for exploring ratio, integer, polynomial, factoring, and equation concepts. The manual provides a wide variety of activities on black line masters and appropriate teacher notes. An overhead set of tiles is also available.
It is recommended that each classroom's inventory of concrete material be cross referenced with items listed in the bibliography and that manipulatives be obtained based on the needs of the students, the teacher, and the curriculum. Less frequently used items may be shared among teachers in the school.
When obtaining manipulatives, it is advisable to purchase sufficient quantities of key manipulatives rather than a commercially prepared kit that may contain items less frequently used. Print material to support various manipulatives is available and is recommended.
The Art and Techniques of Simulation (Print-Non-Fiction). Gnanadesikan, Mrudulla, Richard L. Scheaffer and Jim Swift. (Quantitative Literacy Series). Dale Seymour Publications (BB), 1987. 53 p. Order no. BB 6824 ($11.60 pbk.). Teacher's Edition - Order no. BB 6825 ($17.20 pbk.)
Students are introduced to random number tables and various real life problems. Some areas covered include heredity, polls, and economics. The reader is shown how to use simulations and basic probability skills to predict outcomes of actual events. A teacher's edition contains answers to the applications. Suggested Use: Teacher Reference
Cooperative Learning in Mathematics: A Handbook for Teachers (Print-NonFiction). Davidson, Neil, ed. Addison-Wesley (BB), 1990. 409 p. Order no. BB 825 ($42.55 pbk.)
This resource contains original essays by educational leaders describing practical strategies for using cooperative learning in small group situations. The procedures described are realistic and easily implemented. Sample activities and strategies for using computers with mathematics are described. Suggested Use: Teacher Reference
Exploring Data (Print-Non-Fiction). Landwehr, James M., and Ann E. Watkins. (Quantitative Literacy Series). Dale Seymour Publications (BB), 1987. 161 p. Order no. BB 6826 ($14.00 pbk.). Teacher's Edition - Order no. BB 6827 ($21.25 pbk.)
Examples of data from real life situations are presented in an easily understandable way. Many of the examples are American in orientation (such as voting patterns), but most have international applications. Familiar statistical topics, such as tables of data, the mean, and scatter plots are covered. Less familiar topics are also included. Students are taught to look at data in the same way that a statistician does and to interpret data through various plots and graphs. This resource is particularly useful in dealing with data analysis. Suggested Use: Teacher Reference
Exploring Probability (Print-Non-Fiction). Newman, Claire M., Thomas E. Ombremski and Richard L. Scheaffer. (Quantitative Literacy Series). Dale Seymour Publications (BB), 1987. 63 p. Order no. BB 6828 ($11.65 pbk.). Teacher's Edition - Order no. BB 6829 ($17.25 pbk.)
This resource provides a good basis for the beginning study of probability and of its use as a predictor. Activities are followed by lists of questions to test students' understanding. In an activity approach, topics relate to a wide range of interests. Areas addressed include the relative frequency concept of probability, how to estimate probabilities from real data, the relationship between estimated and theoretical probability, how to find and use expected values, when to multiply and add probabilities, how to use randomness in sampling, and how to explain outcomes of experiments in terms of probability, odds and expected values.
Suggested Use: Teacher Reference
Exploring Surveys and Information From Samples (Print-Non-Fiction). Landwehr, James M., Jim Swift and Anne E. Watkins. (Quantitative Literacy Series). Dale Seymour Publications (BB), 1987. 96 p. Order no. BB 6830 ($12.95 pbk.). Teacher's Edition - Order no. BB 6831 ($18.60 pbk.)
This resource offers an in-depth study of sampling and polling. Practical examples are worked out in detail and offer information on sampling techniques, biases and calculations. Uses of survey data such as setting political campaign strategies, establishing television markets, and determining the effectiveness of advertising are explored. Strengths and weaknesses of various types of surveys are also discussed. Many examples are American in origin, but are still applicable. Suggested Use: Teacher Reference
The Facts on File Dictionary of Mathematics (Print-Non-Fiction). Gibson, Carol, ed. Facts on File (BB), 1988. 235 p. Order no. BB 6841 ($20.00 pbk.)
This dictionary covers some 2,000 terms, includes diagrams and gives samples in some instances. The appendix contains symbols, conversion factors, integrals, derivatives, and important constants. Intended primarily for mathematics students, particularly those who would be university bound, it may also be useful for students in life sciences. Suggested Use: Teacher and Student Reference
Mathematics Assessment: Myths, Models, Good Questions and Practical Suggestions (Print-Non-Fiction). NCTM (BB), 1991. 65 p. Order no. BB 6745 ($10.75 pbk.)
This booklet presents a variety of assessment strategies. Assumptions underlying the resource are that instruction and assessment are closely linked, that student self evaluation is a vital part of learning, that formal assessments are stronger if they relate to content and classroom instruction, and that documentation of assessment is important in connecting classroom work to external evaluation. Some sections relate to shifting assessment practices, performance assessment, observations, and portfolios. A bibliography containing 26 references and an index are included. Suggested Use: Teacher Reference
Models and Patterns: Experimenting with Linear Equations (Print-Non-Fiction). Montesanto, Ralph and David Zinnner. (Constructing Mathematical Concepts). D.C. Heath (BB), 1994. 92 p. Order no. BB 6832 ($12.95 pbk.)
This booklet contains a series of investigations that can be used as real-world applications to help students learn about the mathematics of a linear function. The emphasis is on linear equations with a practical approach that allows for concentration on a single idea long enough to develop an understanding of that idea. Some of the areas explored include maximum heart rate, farming, sport fishing, ball "bounciness", and waste management. Suggested Use: Teacher Reference
The Nelson Canadian School Mathematics Dictionary (Print-Non-Fiction). Fyfield, John A., et al. Nelson Canada (BB), 1995. 252 p. Order no. BB 7098 ($10.45 pbk).
This dictionary contains definitions and diagrams to explain mathematical terminology that would be used in Secondary Level mathematics. The definitions are easily understood and examples are provided frequently to further clarify terms. Suggested Use: Student and Teacher Reference
Windows to Mathematics 10: An Integrated Approach (Print-Non-Fiction). Larson, Roland et al. DC Heath Canada Ltd. (BB), 1996. 673 p. BB 7083 ($52.45) Teacher's Edition - BB 7084 ($47.20)
This resource addresses all of the Math 10 curriculum strands: Equations and Inequalities, Relations, Functions and Variations, Consumer Mathematics, Line and Line Segments, Angles and Polygons, Probability and Algebraic Skills. The real-world situations reflected in the text and problems are well presented. Every chapter opens with a "Real Life..." application which explains the relevancy of the content in everyday events. Additionally, each section in a chapter identifies two or more learning objectives and explains why they should be studied. Throughout the book, "Real Life" situations are presented and "Connections" to related subject areas are identified and explored. Every chapter also offers a variety of opportunities to do some self-assessment with such activities as: Mixed Reviews, Mid-Chapter Self-Test, Chapter Summary, Chapter Review and Chapter Test. The book includes a table of contents, an index, a quick reference page to Real-Life Applications topics, a Table of Square and Approximate Square Roots and a Table of Trigonometric Ratios. Suggested Use: Math 10
Algebra: School Edition (Software). Broderbund (SFWP), 1992. IBM - Order no. BS47611PC ($79.95). Macintosh - Order no. BS47655MC ($79.95)
System requirements: IBM/Tandy and 100% Compatibles - 640 K, VGA, EGA, DOS 3.0 or higher, 5MB hard disk space, sound support. Macintosh B & W - 1 MB system 6.0.4 or higher, 2MB system 7.0 or higher. Macintosh colour - 2MB system 6.0.7. or higher, 4MB system 7.0 or higher.
This resource contains ten units on algebraic topics and uses explorations to examine them. It includes explanations of terms, historical significance, and interactive examples. Each concept in a chapter is introduced in a tutorial section with interactive explorations and practice problems. The software can be adjusted so that the student works only through the tutorial and explanation sections, only the problems, only the explorations, or all sections. A scientific calculator is available within the program at all times. The teacher's guide includes ideas for integrating Algebra into the curriculum, tips for getting lessons started for each chapter, a list of topics covered, and a list of the explorations including descriptions and screen images. It deals well with the equation and slope goals in the Math 10 course.
Cabri: The Interactive Geometry Notebook. Version 1.7 (Software). Baulac, Yves, Frank Bellemain and Jean-Marie Laborde. Nelson (NEL), 1994. IBM - ISBN 0-53417586-4 ($141.95)
System Requirements: 640K, DOS version 3.1 or later, VGA, EGA, 1MB RAM hard disk space.
This software package allows the user to construct and manipulate geometric figures. Students can then have the computer measure lengths, angles or areas as required to devise and test conjectures. An electronic compass allows the user to move a point and see how the constructed image changes. The User Guide includes a tutorial, coverage of the basics, and suggested activities. The software does the measuring of figures, thereby freeing up time for the student to discover and study relationships.
Geometric SuperSupposer (Software). Sunburst/Wings for Learning (SUN), 1992. ($189.00) each. IBM 5.25 - Order no. 4003, IBM 3.5 - Order no. 4004. Macintosh 5.25 - Order no. 6532
System requirements: IBM/Tandy (512K) - colour monitor and graphics adapter needed, EGA or VGA recommended, mouse optional. Macintosh (lMB) - system 6.05 or higher, Mac Plus or later, colour monitor recommended, 800K disk.
Students use constructions to explore geometric shapes and properties. Students can study and make conjectures about geometric shapes without having to draw them. The software includes a full complement of transformations including translation, rotation, reflection, and inversions. A function feature allows the user to define any set of constructions that may then be executed on a given shape. Libraries of functions can be developed and saved. A teacher's manual includes a tutorial, a description of each menu, teaching suggestions, and some suggested units. Inductive and deductive thinking patterns can be employed.
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