Mathematics on the Internet: A Resource for K-12 Teachers / Edition 3

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Aligned with NCTM Standards, this brief book helps teachers in elementary, middle, and high schools to become better acquainted with some of the resource materials and information available on the Internet for teaching mathematics.


  • Annotated list of websites—Contains a list of websites that offer resources for teaching mathematics and professional development opportunities.
  • Reduces time teachers spend searching for these resources.
  • NEW! receive a code to a website that links you directly to each URL listed in the book.
  • Examples—Presents additional useful examples on using the Internet.
    • Assists readers in using and understanding the developing world of information technology for teaching mathematics.
  • NCTM Principles and Standards for School Mathematics overview.
    • Provides useful information regarding mathematics reform, presents an example of teaching mathematics that reflects the NCTM standards, and gives students a clear basis for understanding modification in mathematics.
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Product Details

  • ISBN-13: 9780131715820
  • Publisher: Pearson
  • Publication date: 5/23/2005
  • Series: On The Internet Series
  • Edition description: REV
  • Edition number: 3
  • Pages: 128
  • Product dimensions: 5.90 (w) x 8.90 (h) x 0.50 (d)

Table of Contents

Chapter 1 Using the Internet

  • What Is the Internet?
  • What Is an Information Server?
  • What is a URL?
  • How Do You Find Information On The Internet?
    • Connecting to a Website with a Known URL
    • Using a Search Tool
    • Navigating a Site
  • An Example: Locating and Downloading Information
  • Concerns When Using the Internet to Obtain Information
  • Websites for Internet Guides and Tutorials
  • Chapter Summary
  • References

Chapter 2 Learning Mathematics with the Internet

  • A Look Backward and Forward
  • A Standards-based Approach to Mathematics Instruction
  • The Internet and Mathematics Instruction
    • Example 1: Locating Teaching Resources (Lesson Plans)
    • Example 2: Locating Teaching Resources (Internet-based Activities)
    • Example 3: Locating Teaching Resources (Stories)
    • Example 4: Obtaining Assistance With Planning
    • Example 5: Engaging Students in Simulations
    • Example 6: Engaging Students in Problem Solving
    • Example 7: Engaging Students in Communicating
    • Example 8: Engaging Students in Projects
  • Help Resources for Using the Internet to Teach Mathematics
  • Chapter Summary
  • References

Chapter 3 Links to Mathematics Teaching Resources

  • Introduction
  • Lessons, Activities, and Projects
    • Elementary School to High School Sites
    • Elementary School Sites
    • Elementary School and Middle School Sites
    • Middle School Sites
    • Middle School and High School Sites
    • High School Sites
  • Problems
    • Elementary School to High School Sites
    • Elementary School Sites
    • Elementary School and Middle School Sites
    • Middle School Sites
    • Middle School and High School Sites
    • High School Sites
  • Mathematics Topics
    • Elementary School to High School Sites
    • Elementary School Sites
    • High School Sites
  • Statistics
    • Elementary School to High School Sites
    • Elementary School Sites
    • Middle School to High School Sites
    • High School Sites
  • Comprehensive Gateways
  • Other Math-Related Matters
  • Chapter Summary

Chapter 4 Links to Professional Development Resources

  • Associations, Organizations, Projects, Centers
  • Information on Assessment
  • Collaboration
  • Gender Concerns
  • Multicultural and Minority Group Concerns
  • Special Needs Concerns
  • Chapter Summary

Appendix A Electronic Journals

Appendix B The Internet Language

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The Internet can be a spark for changing and shaping students' opportunities for learning mathematics. In that regard, this book helps teacher educators, college students preparing to become mathematics teachers, and teachers in elementary, middle, and secondary schools to become better acquainted with some of the resource materials and information available on the Internet to support the teaching and learning of mathematics.

All websites described in this book have been carefully reviewed to ensure that they are useful and of sufficient quality. The sites were functional at the time of writing; however, it is impossible to guarantee that the sites will remain functional over time.

Chapter 1 is intended to help you become Internet literate. It describes briefly what the Internet is and how to access information found on it. A short tutorial is included to help you learn how to use Yahoo!, a search directory, to search for mathematics education sites. A list of Internet tutorial sites is also provided. The sites are useful for learning how to surf the Net.

Chapter 2 is the heart of this book. It provides substantial guidance on the learning of mathematics through a discussion of teaching scenarios that involve the Internet. It discusses issues with past mathematics instructional practices and provides a view of teaching mathematics for the twenty-first century that is based on the National Council of Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics. The chapter discusses in some detail how the Internet can be used to support the learning of mathematics. That discussion helps to clarify how to use the Internet as an instructionaltool in ways that reflect current reform in teaching mathematics.

Chapter 3 is the main website directory of this book. It lists a wealth of websites containing resources that are consistent with the NCTM Principles and Standards. Student and practicing teachers will find these resources useful for teaching mathematics.

The sites listed in Chapter 3 are organized into six categories that directly concern the daily teaching needs of teachers. The categories are:

  • Lessons and Activities (sites that provide ideas for lessons/activities)
  • Problems (sites that provide problems for students to solve)
  • Mathematics Content (sites that provide information on mathematics itself)
  • Statistics (sites that provide access to numerical data or that involve resources for teaching statistics)
  • Comprehensive Gateways (sites that provide links to a multitude of education sites)
  • Other Math-Related Matters (sites that provide resources that do not fit readily into the above categories)

Each site listing includes a description and a profile consisting of eight components: intended audience, grade level, curricular fit, type of resources, authorship of site, navigation, visual appeal, and interactive activity.

Chapter 4 is also a directory chapter. It is devoted to websites that concern the professional development needs of teachers. These sites are organized into six categories:

  • Associations, Organizations, Projects, Centers (sites that provide access to and information on a variety of professional development concerns)
  • Information on Reform (sites that provide information on various aspects of reform in mathematics education)
  • Information on Assessment (sites that provide information on assessing the mathematical understandings and skills of students)
  • Collaboration (sites that facilitate collaboration and communication among teachers)
  • Gender Concerns (sites that provide information on addressing gender issues in mathematics education)
  • Multicultural and Minority Groups Concerns (sites that provide information on addressing multicultural and minority group issues in mathematics education)

Descriptions are provided for professional development sites, but profiles are not included.

Appendix A is an annotated list of electronic journals that pertain to teaching mathematics. Appendix B is a glossary of terms associated with the Internet.


A sincere thanks to Scott Wellman, Faculty of Education, University of Manitoba, for the technical assistance that he has provided. A sincere thanks to John Anchan, Faculty of Education, University of Winnipeg, for his helpful advice. Thanks also to the reviewers of the manuscript for their insights and comments: David Reid, Acadia University; Anne L. Madsen, University of New Mexico; Anna O. Graeber, University of Maryland; Jay Graening, University of Kansas; Dennis Showers, SUNY at Geneseo; and Steven W Ziebarth, Western Michigan University.

Jerry A. Ameis, Ph. D.
Jazlin V. Ebenezer, Ed. D.

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