From Peter Appelbaum, here is a report from southern India about a series of online teacher demonstration videos designed to function as a textbook
TMS Academy
Wednesday, June 13, 2012
Tuesday, May 29, 2012
two things ...
Two things about our group I have been thinking about:
(1) Looking at our last day, I noticed that none of us produced an *actual* textbook page. Are all different things we discussed (internet, books/not textbooks etc.) a good excuse for us not to commit to a written page? Things aren't fluid on a written page, we have to make decisions, defend them, and being authors, take responsibility for their consequences.
(2) I'm not at all comfortable eliminating an *expert* from the picture (implicitly present in internet context, not just wikipedia).
(1) Looking at our last day, I noticed that none of us produced an *actual* textbook page. Are all different things we discussed (internet, books/not textbooks etc.) a good excuse for us not to commit to a written page? Things aren't fluid on a written page, we have to make decisions, defend them, and being authors, take responsibility for their consequences.
(2) I'm not at all comfortable eliminating an *expert* from the picture (implicitly present in internet context, not just wikipedia).
Monday, May 28, 2012
Wikipedia & iTunes U.
Link to the Textbook entry on Wikipedia
Wikibooks - open content textbook collection that anyone can edit
Wes proposed that the textbook for any course would/could/should be the link to Wikipedia.
iTunes U. - learn anything, anywhere, anytime
Wikibooks - open content textbook collection that anyone can edit
Wes proposed that the textbook for any course would/could/should be the link to Wikipedia.
iTunes U. - learn anything, anywhere, anytime
Monday Morning Discussion of Sunday's Work
1. Wes: Wikipedia is "best" textbook available - not because of what's written, but because of what is not written - missing points, question marks, edited comment that "this does not suffice" etc., so the reader is left to fill in these places on their own.
Peter: book from the 70s where at least a third of the page is left blank for students to comment and fill in their remarks; the book with the student comments became the final book.
On-line textbooks make this collection of meta-comments part of what will be the textbook.
We discussed also the ways that internet sets of reviews and links (through algorithm) to other books/films/etc.... for us we might think of reviews by other teachers, students, ...
Juxtapose: Literature (ex: the one version of Shakespeare's Romeo & Juliette). Textbooks direct the attention of the person toward what y ou want them to do.
2. Peter : Reprise of idea that textbook is collaboration of artist and the reader. A textbook might be like the painting of Olympia, looked at an hour a week, studying historical context, extending, technique, where does it take us...
Online might allow for this in a different way. For the teacher to control the wealth of thing, harness it all, turns teaching into curating materials??
Online, student can overwhelmingly find new things and input them. This might change the relationship among teacher, text and student: teacher does not have to see everything, even though a teacher's acknolwedgement and interaction is powerful and important.
Control has to be let go, loosened, allowing others to collaborate on the curatorship.
3. Lucie: Smartboard... imagine teacher presents algorithm/explanation. Record content of smartboard; then students listen later and in the class have textbook as resource on problem solving. Students go on blog of teacher. Always start from problem solving.
Compared with BC consumable workbooks as textbook, changes year by year. No explanations, no worked examples. Big/small questions. Teacher does what Lucie described.
4.Miroslav: start with objectives. Course starts with list of questions we want student to be able to answer at the end. Course itself creates a textbook that does it.
Kathy, Peter & Osnat: create course around only problems. Ideally students create the problems but we're not sure if the problems would be good enough or lead to the right outcomes. Final exam: they create the questions, not answering them.
The tension between teacher and student knowing what questions to ask might be a false issue if we see it in a more interactive and dynamic way. e.g., after students ask some, a teacher might react with a question based in his or her own agenda for objectives; or, learning about asking questions includes looking at other mathematicians' questions and thinking about them, too.
Lucie: this indicates the importance of the domain / big ideas in mathematics, makes it easier to invite students to make their questions.
Joan: teachers create text(books); this can serve as data in research about teachers' understanding, relationship with/to students, texts, expectations for textbooks, etc. etc.
Peter: book from the 70s where at least a third of the page is left blank for students to comment and fill in their remarks; the book with the student comments became the final book.
On-line textbooks make this collection of meta-comments part of what will be the textbook.
We discussed also the ways that internet sets of reviews and links (through algorithm) to other books/films/etc.... for us we might think of reviews by other teachers, students, ...
Juxtapose: Literature (ex: the one version of Shakespeare's Romeo & Juliette). Textbooks direct the attention of the person toward what y ou want them to do.
2. Peter : Reprise of idea that textbook is collaboration of artist and the reader. A textbook might be like the painting of Olympia, looked at an hour a week, studying historical context, extending, technique, where does it take us...
Online might allow for this in a different way. For the teacher to control the wealth of thing, harness it all, turns teaching into curating materials??
Online, student can overwhelmingly find new things and input them. This might change the relationship among teacher, text and student: teacher does not have to see everything, even though a teacher's acknolwedgement and interaction is powerful and important.
Control has to be let go, loosened, allowing others to collaborate on the curatorship.
3. Lucie: Smartboard... imagine teacher presents algorithm/explanation. Record content of smartboard; then students listen later and in the class have textbook as resource on problem solving. Students go on blog of teacher. Always start from problem solving.
Compared with BC consumable workbooks as textbook, changes year by year. No explanations, no worked examples. Big/small questions. Teacher does what Lucie described.
4.Miroslav: start with objectives. Course starts with list of questions we want student to be able to answer at the end. Course itself creates a textbook that does it.
Kathy, Peter & Osnat: create course around only problems. Ideally students create the problems but we're not sure if the problems would be good enough or lead to the right outcomes. Final exam: they create the questions, not answering them.
The tension between teacher and student knowing what questions to ask might be a false issue if we see it in a more interactive and dynamic way. e.g., after students ask some, a teacher might react with a question based in his or her own agenda for objectives; or, learning about asking questions includes looking at other mathematicians' questions and thinking about them, too.
Lucie: this indicates the importance of the domain / big ideas in mathematics, makes it easier to invite students to make their questions.
Joan: teachers create text(books); this can serve as data in research about teachers' understanding, relationship with/to students, texts, expectations for textbooks, etc. etc.
Introducing fractions in Magnitskii's Arithmetics in the early 18th century in Russia
Since 2004, we work with my colleague Alex Volkov, on exploring didactical value of mathematics textbooks, old and modern ones. We look at conceptual approaches that authors represent in their books. Our latest publication for the ICME-12 is now awailable online: http://www.icme12.org/upload/UpFile2/TSG/0703.pdf
We look at fractions in the first Russian arithmetics textbook written by Magnitskii in the beginning of the 18th century. While some authors point at the origins of the book from earlier European medieval texts, others claim original didactical ideas of introducing concept of fraction. The paper belong to the TSG35 on the History of mathematics teaching and learning and there are other interesting contibutions on textbooks development.
We look at fractions in the first Russian arithmetics textbook written by Magnitskii in the beginning of the 18th century. While some authors point at the origins of the book from earlier European medieval texts, others claim original didactical ideas of introducing concept of fraction. The paper belong to the TSG35 on the History of mathematics teaching and learning and there are other interesting contibutions on textbooks development.
Agenda for our Third (Final) Morning
- Reports from yesterday: online textbooks and non-textbooks and anti-textbooks
- Small Groups (Majority of our time): creating a text/book in more than one way based on ideas from this working group experience. Proposed Focus: Area (AIRE)
- Contributions to our working group report to the larger community (30 minutes) - what should others hear/know about what we have been working with and discussing? What might others experience through our report?
Sunday, May 27, 2012
characteristics of textbooks
Peter, Kathy, & Wes:
1. Textbooks versus reference books
2. Textbooks can be collaboration between artist and teacher who collects a number of works that are compiled and put together into a textbook for the course.
3. Needs a pedagogical aim.
PROPOSED DEFINITION: collaboration between artists and a teacher. The teacher might be the one to insert the pedagogical aim.Typically, though, the author(s) assign the pedagogical aim.
Textbooks might tend toward de-skilling if they are comprehensive in designing the text for a particular aim.
Addressivity (Joan, Barbara, Lucie ):
1. Books with rich mathematical content could be made into a text if ...
2. Just as one can disrupt the canonical text, that becomes a different invitation.
3. Author's intention for a canonical textbook:
a. make money
b. share their ideas about explaining, helping people learn, that they believe would benefit teachers and students
POWER OF GENRE: takes on cultural life of its own, molds peoples' intentions to conform to the needs of the genre. However a textbook writes in the textbook genre, pushing the boundaries, etc., the genre itself has a formatting power, the intentions encoded in the genre in a way take over and overpower the authors' intentions.
Textbooks are simultaneously constraining & enabling for teachers.
1. Textbooks versus reference books
2. Textbooks can be collaboration between artist and teacher who collects a number of works that are compiled and put together into a textbook for the course.
3. Needs a pedagogical aim.
PROPOSED DEFINITION: collaboration between artists and a teacher. The teacher might be the one to insert the pedagogical aim.Typically, though, the author(s) assign the pedagogical aim.
Textbooks might tend toward de-skilling if they are comprehensive in designing the text for a particular aim.
Addressivity (Joan, Barbara, Lucie ):
1. Books with rich mathematical content could be made into a text if ...
2. Just as one can disrupt the canonical text, that becomes a different invitation.
3. Author's intention for a canonical textbook:
a. make money
b. share their ideas about explaining, helping people learn, that they believe would benefit teachers and students
POWER OF GENRE: takes on cultural life of its own, molds peoples' intentions to conform to the needs of the genre. However a textbook writes in the textbook genre, pushing the boundaries, etc., the genre itself has a formatting power, the intentions encoded in the genre in a way take over and overpower the authors' intentions.
Textbooks are simultaneously constraining & enabling for teachers.
Math teachers & students making their own (online) textbooks
Recent posting from Tim Pelton, University of Victoria on the BC Association of Math Teachers listserv.
Newspaper article on iBooks & textbook writing and publishing online
Saturday, May 26, 2012
Genre Analysis
Susan introduced how you need to know the genre well to play around with it... an example is from
Davis & Rinvolucri, Dictation: new methods, new possibilities, who turned DICTATION upside down. Another book by them is about language labs.
A method for doing genre analysis, by Susan Gerofsky (reprise from earlier post)
Genres by their nature are not "definable"...
1. Existence/patterns: what is/isn't a textbook? how can you tell?
2. Chronotype: setting, place, time ... and math?
3. Addressivity: how does the textbook imagine its audience and position its audience and itself?
A method for doing genre analysis, by Susan Gerofsky (reprise from earlier post)
Genres by their nature are not "definable"...
1. Existence/patterns: what is/isn't a textbook? how can you tell?
2. Chronotype: setting, place, time ... and math?
3. Addressivity: how does the textbook imagine its audience and position its audience and itself?
Stewart Calculus
Friday, May 25, 2012
Susan's burning questions
How does the mathematics textbook genre format math classrooms, math students and teachers, math learning and teaching? What is the formatting power of the textbook?
How does the existence and use of textbooks affect the relationship between other mathematics ' resource books' and math textbooks?
How do students learn to read/not read math textbooks? (For example, does anyone read the preamble or introduction for the reader? Are students aware of the topics of units of work -- do they read the table of contents or chapter headings? How do students read word problems?)
How do teachers learn to read/not read/ use mathematics textbooks? Is mathematics teaching 'meant to be' performing the textbook/
2) Addressivity of the genre:
What is the addressivity of a math textbook -- how does it position its imagined audience?
Where is there space for learners and teachers to enter the world created by a mathematics textbook?
3) Chronotope of the genre
Why do math textbooks tell us so much about their chronotope (ie: setting in time, place, culture) rather than about mathematics?
4) Archaeology of the genre
How did the math textbook genre develop/ emerge historically? Do old math textbooks or those from differing cultural contexts seem the same or different?
Peter's burning questions
What is a textbook, and how is that different from using something as a text with students?
2) The intransigent nature of the text as codification of the discipline
Despite the documented successes of non-standard uses of textbooks (e.g., students critiquing rather than using, re-writing ...) and disruption of the authors and audiences for the texts (students making their own textbooks for themselves and others, different groups of students comparing different texts as resources for their own learning, ...), the place of the textbook and its positioning of teachers and students persists. Why, how, and in whose interests?
3) Textbooks are sites of work-life struggle
Text materials are commonly used to de-skill teachers (they become cogs or conduits rather than designers of experience). When teachers approach their work creatively, responding to the lives of their students, this is often considered inappropriate. What are the implications?4) People need to see the textbook to know what the curriculum "is" - or else?
Isn't anything and everything in one's lifeworld a mathematics textbook? Why does this not so easily translate into understanding everyone as a mathematician whose "inner mathematician" has been thwarted from expression by school mathematics?
 |
| Rhizome - a la Deleuze & Guattari |
Wednesday, May 23, 2012
Textbook - definitions?
text·book/ˈteks(t)ˌbo͝ok/
| Noun: |
| |
| Adjective: |
| |
| Synonyms: |
schoolbook - manual - handbook - classbook - text
Urban Dictionary: perfection itself
"A very long, exceptionally boring "book," used
for teaching and torture. Usually on a subject along the lines of math,
history and science. Often heavy."
"A combination of texting and facebook. Parents think you are studying, but you're really texting and using facebook."
"typical", "predictable"
| |
Tuesday, May 22, 2012
Reading (Texts)
Hannah's Question, by Alan Block
Curriculum from the Back of the Bookstore, by Alan Block
You are a Mathematician, by Peter Appelbaum
pdf version of Chapter Three: "You are a Mathematician" - c.f., pp. 107-114
Embracing Mathematics, Prologue
Herbel-Eisenmann & Wagner on the ways a math textbook positions the reader
A method for doing genre analysis, by Susan Gerofsky
Guides by mathematicians:
MAA Website: Ashley Reiter, Maine School of Science and Mathematics, "Helping Undergraduates Learn to Read Mathematics"
Kevin Lee, Purdue-Calumet "Tips for Reading Mathematics"
Alet Roux, Univerity of Hull, "How to Read Mathematics"
College-Algebra.com, "Reading Mathematics"
Further reading:
Gutstein, Eric. 2006. Reading and writing the world with mathematics: Toward a pedagogy for social justice. Routledge.
Leaonard, Jacqueline. 2008. Culturally specific pedagogy in the mathematics classroom: Strategies for teachers and students. Routledge.
Social/Propaganda uses of Mathematics Textbooks
Example 1: Nazi Math Textbooks
Ethics in EducationFacing History and Ourselves
Christopher Wagner
Post Holocaust Science Education
Example 2: Numerist Propaganda
The Math SkepticExample 3: Selected Scans of Pages from Chinese Cultural Revolution
Propaganda or propaganda for anti-Maoists? (May 23 entry)Isn't everything propaganda/ideology???
Appelbaum, "Target: Number"Monday, May 21, 2012
More on the use of texts historically in math education
Rewriting the early history of mathematics education in North America - ("...published histories relating to the teaching and learning of mathematics in the North American colonies, and during the first 75 years of the United States of America, have over-emphasized the role of printed textbooks.")
A brief history of CEMREL - aesthetic education program in mathematics curriculum development
1910 Review of three studies of arithmetic: The teaching of Arithmetic by David Eugene Smith; Arithmetical Abilities and Some Factors Determining Them, by Cliff Winfield Stone; and Manual of Instruction for Giving and Scoring the Courtis Standard Tests in Arithmetifc, by S.A. Courtis. (Journal of Educational Psychology, 1 (10), 1910)
Eric Love & David Pimm, 'This is so' : a text on texts
Sunday, May 20, 2012
Online mathematics learning links
Some Pinterest Boards:
Mathematics
Algebra
Word Problems
Kahn Academy
More Vi Hart
Penn & Teller Draw a Really Long Line
Allen Knutson, Cornell professor of mathematics and former world record-holding juggler, mathematics of siteswaps
Robert Ash, Professor Emeritus, Univ. of Illinois, has eight textbooks online
Author Paul Chika Emekwulu (The Dreaming Mathematician)'s Blogs are found at the bottom of his Linked-in Page.
NCTM Illuminations website.
Henrico County, VA Algebra 2 Online
Calculus I in 20 minutes (video)
Curriculum Discourses (a canon?): Notes on Mathematics as …
· Aesthetic
Text
o
Sinclair, Aesthetic
Considerations in Mathematics
o
Sinclair, Pimm, Higginson, Mathematics
& the Aesthetic
(a) Judgements,
sentiments, taste
(b) Affective
domain
(c)
Critique of one’s own and others’ work, as part
of a broader set of traditions and breaking with traditions
·
Autobiographical
Text
o
Cook, Mariana, Mathematicians: An outer view of the inner
world (videos, sample chapters) [one
curious review]
Institutionalized Text
o
Gueudet, Ghislaine, Birgit Pepin & Luc
Trouche, From
‘Text’ to Lived Resources: Mathematics Curriculum Materials and Teacher
Development
o
Remillard, Janine & Martha Bryans, Teachers’
Orientations Toward Mathematics Curriculum Materials: Implications for Teacher
Learning
o
Gates, Peter, Markets, Marx, Modernity and Mathematics Education.
A Response to Michael Apple
o
Brown, Tony, Comforting Narratives of Compliance: Psychoanalytic
perspectives on new teacher responses to mathematics policy reform
(a) Less
experienced teachers tend to more fully implement packaged curriculum
materials?
(b) The
existence of text materials implies that they were developed by people “who
know”.
(c)
Texts “qualify” teachers and students in
Foucauldian senses, skilling and deskilling these participants in particular
ways, while establishing social and cultural norms at individual, group,
school, district, provincial, national, and other levels of analysis.
(d) Texts position readers and teacher-readers as
“needing a text” – i.e., as someone who cannot perform their role without a
text or without the assistance of a text.
·
International
Text
o
Which works are most useful here?
(a) On
the one hand, mathematics is commonly taken as a universal/transnational and
transcultural language.
(b) One
the other hand, ethnomathematical approaches help us see how (Western, Ameroeuropean)
mathematics is a form of global imperialism that denies indigenous forms of mathematics
while raping the cultural landscape for new mathematical concepts and models.
(c)
·
Phenomenological
& Cultural Text
o
Brown, Stephen I., and Marion Walter, The
Art of Problem Posing; Brown, Humanistic Mathematics: Personal Evolution and
Escavations
o
Mason, John, et al. Thinking
Mathematically
o
Kirshner, David, Exercises, Probes, Puzzles.
(a) Historical
trajectory toward the experience of mathematics as a “meta-subject” with transient
“location” or position, outside of the world of mathematics.
(b) Enculturation/acculturation
in/with/to communities of practice
David Kirshner on enculturation vs. acculturation
David Kirshner on enculturation vs. acculturation
·
Political
Text
o
Mellin-Olsen, Stieg, The
Politics of Mathematics Education
o
Knjinik, Gelsa, Ethnomathematics and the politics
of mathematics education: Reflections on a research-project developed with the
Brazilian Landless Movement
o
Skovsmose, Ole – which references of many are
relevant to mathematics “texts”?
o
Gutstein, Eric, Reading
and Writing the World with Mathematics
(a) Conceptions
of (critical) “competence” and relations of power
(b) Foregrounding
the question, “What knowledge is of most worth?”, and to corollaries, “Who gets
to decide? How does this matter/make a difference?”
(c)
Mathematics education as/for social justice
o
Appelbaum, Peter Embracing
Mathematics
o
Rotman, Brian, Becoming
besides ourselves: The alphabet, ghosts, and distributed being; [one
person’s seminar reading notes]
o
Video: Paul Ernest and Allan Tarp
(a) Mathematics
contributes to an understanding of no fixed selves, truths, mirroring of
reality, conceptions of knowledge, value, or moral codes; flux over stasis.
(b) Ethics
replaces morals in the interrogation of how mathematics and mathematics
education contributes to the establishment of ideological commitments and
institutional structures of social and cultural reproduction
(c)
Institutions work in strategies of maintenance;
forms of resistance and social change manifest themselves in tactics, poaching,
perruque
·
Theological
Text
o
Rotman, Brian,
Ad Infinitum: The Ghost in Turing’s
Machine
o
Pickover, Clifford, The
Loom of Mathematics: Tapestries of Mathematics and Mysticism
o
Davis, Phillip, A Brief
Look at Mathematics and Theology
(a) Platonic
mathematics might be a substitute for religion; infinity for god; historically,
conceptions of infinity have brought people closer to god
(b) Intellectual
“cleansing” via mathematics and logic is sometimes related to a spiritual
cleansing via baptism, purging, etc.
Comments: Ralph Tyler's Basic principles of Curriculum and Instruction (1949) set up expectations for curriculum development that have been either worshipped or challenged ever since:
Start with objectives (determined by the content/subject, by the needs of students, and by social needs)
Collect experiences that will help learners meet these objectives, an
Then build in ongoing assessment to help you make sure you are meeting the objectives along the way.
To be a textbook, must a "book" be designed in this way? Did the geneaology of textbooks inform his approach to curriculum? A century later, are we still acting out his fantasies and fears in our creation and use of textbooks?
Comments: Ralph Tyler's Basic principles of Curriculum and Instruction (1949) set up expectations for curriculum development that have been either worshipped or challenged ever since:
Start with objectives (determined by the content/subject, by the needs of students, and by social needs)
Collect experiences that will help learners meet these objectives, an
Then build in ongoing assessment to help you make sure you are meeting the objectives along the way.
To be a textbook, must a "book" be designed in this way? Did the geneaology of textbooks inform his approach to curriculum? A century later, are we still acting out his fantasies and fears in our creation and use of textbooks?
Friday, May 18, 2012
 |
| Reissued by NCTM in 1995 |
(Students here are creating their own textbook - as the ostensible main project of the classroom curriculum.)
The original book: http://www.eric.ed.gov/PDFS/ED096174.pdf
A comment: http://www.cut-the-knot.org/ctk/NatureOfProof.shtml
A review of it: http://www.jstor.org/discover/10.2307/3028523?uid=3739864&uid=2129&uid=2&uid=70&uid=4&uid=3739256&sid=21100811633841
In today's classroom - one view: http://www.math.umt.edu/tmme/vol1no2/TMMEv1n2brev2.pdf
Joe Bellacero & Tome Murray, "Students write tabloid tabulations in math gossip magazine" (national writing project)
Alternatives to a "traditional" textbook genre? Story-telling didactic "texts"
Number Stories and Storytelling
David Eugene Smith's Number Stories of Long Ago (1919)Hans Magnus Enzensburger's Number Devil
Freudenthal Institute and story paths: http://www.nap.edu/openbook.php?record_id=12519&page=175
Ron Eglash's page on African Fractals
Puzzles and "recreational mathematics"
Sam Loyd's Cycopedia of PuzzlesDavid Suzuki's video tribute to Martin Gardiner
"Coloring Books" that foster investigations:
Excerpt from Herb Kohl & Winky Adam, Insides, Outsides, Loops and Linesclick for excerpt
Literature as Classroom text(book)?
Pat Hutchins, Clocks and More Clocks
Anno's Magic Seeds
Rod Clement's Counting on Frank
Denis Guedj's The Parrot's Theorem
Sarah Flannery's autobiography, In Code: A Mathematical Journey
Passover Haggadah as Ur-Text
Alan Block, "Even if we were all scholars: The teacher's authority"Landscapes, Soundscapes, ...
Marta Civil, unearthing the mathematics of a classroom garden (working paper on-line, later published in another form as Kahn, L. & Civil, M. (2001). Unearthing the mathematics of a classroom garden. In E. McIntyre, A. Rosebery, & N. González (Eds.) Classroom Diversity: Connecting School to Students' Lives (pp. 37-50). Portsmouth, NH: Heinemann.)
Breaking away from the math book (Pat Bagget & Andrzej Ehrenfeuch)
Wednesday, May 16, 2012
Tuesday, May 15, 2012
Textbooks from other times & places/ Manuels scolaires dailleurs et d'autrefois
•Sample pages from Robert Recorde's The Grounde of Artes (1632), one of the first mathematics 'textbooks' in English
•Robert Recorde, The Whetstone of Witte (full text)
•Swetz & Katz Mathematical Treasures online catalogue of historical math books
•Cover of the English edition of Legendre (1825) Elements of Geometry
•Wentworth (US, 1894) First Steps in Algebra
•Boyden (US, 1895) A First Book in Algebra
•Rivenburg (1914, US) A Review of Algebra
•Common & Foreign Exchange Arithmetic (Canada, Shaw Schools, 1920s?)
•Social Arithmetic selections part 1 (US, 1926)
•Social Arithmetic selections part 2 (US, 1926)
•A mathematics (and other) textbook from Franco's Spain, 1954: Enciclopedia Practica del Parvulo
•From Spain (year?): Problemas Salvatella
•Cover and table of contents from a New Math parents' guide, US, 1964
• Modern Algebra and Trigonometry part 2 (Dolciani et al, US,1963).
• La mathématique...renouvellée (Hamel & Lunkenbein, Montréal 1972)
•Mathematics: A Human Endeavor (Harold R. Jacobs, US, 1970) part 1
• Part 2
• Mathquest 8 (Addison-Wesley publishers, Canada, 1988)
•Mathématèque 5 (Montréal 1991)
•Math that matters (Stocker, 2006, Toronto)
• Precalculus 11 (McGraw Hill Ryerson publishers, Canada, 2011)
•Swetz & Katz Mathematical Treasures online catalogue of historical math books
•Cover of the English edition of Legendre (1825) Elements of Geometry
•Wentworth (US, 1894) First Steps in Algebra
•Boyden (US, 1895) A First Book in Algebra
•Rivenburg (1914, US) A Review of Algebra
•Common & Foreign Exchange Arithmetic (Canada, Shaw Schools, 1920s?)
•Social Arithmetic selections part 1 (US, 1926)
•Social Arithmetic selections part 2 (US, 1926)
•A mathematics (and other) textbook from Franco's Spain, 1954: Enciclopedia Practica del Parvulo
•From Spain (year?): Problemas Salvatella
•Cover and table of contents from a New Math parents' guide, US, 1964
• Modern Algebra and Trigonometry part 2 (Dolciani et al, US,1963).
• La mathématique...renouvellée (Hamel & Lunkenbein, Montréal 1972)
•Mathematics: A Human Endeavor (Harold R. Jacobs, US, 1970) part 1
• Part 2
• Mathquest 8 (Addison-Wesley publishers, Canada, 1988)
•Mathématèque 5 (Montréal 1991)
•Math that matters (Stocker, 2006, Toronto)
• Precalculus 11 (McGraw Hill Ryerson publishers, Canada, 2011)
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