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ABOUT THIS BOOK:"Letters to a Young Math Teacher" is designed to inform beginning teachers about the real world of schools and to assist them with the difficult transition from student to teacher. This is not a methods book but rather supplements those texts to address immediate problems related to such topics as the school environment and discipline; textbooks and curriculum; classroom and standardized testing; and interactions with students, colleagues, administrators and parents. Also included is a listing of useful supplemental and personal texts. The publisher is William R. Parks – www.wrparks.com The printer is CreateSpace – an affiliate of Amazon.com.There are about 12,500 new math teachers who enter school classrooms each year. This book is designed to help these young men and women to meet the real world of the school and classroom. Author, Gerald Rising stated, “What we have written in this book is not a methods text. It is instead designed, separately from such texts, to assist the neophyte teacher as he or she enters the real world of the schools based on our own experiences in urban, rural and suburban schools and my additional decades of work with math teachers.”“Contemporary methods texts do not address these problems. Instead they talk about the interpretation of mathematics content and the application of psychological principles to the design of instruction.”“Student teaching only partly makes up for this. The organization and discipline of the classroom is that of the sponsoring teacher.” READER REVIEWS: "An excellent book for beginning math teachers, this work shows considerable insight and understanding of the real world of the schools and the daily issues and problems that new teachers will confront." - Greg A. Baugher, Mercer University, Georgia"This book presents a holistic view of teaching that honors the complex and important work of math teachers. Novice teachers will find the information essential. Veteran teachers will reflect on their work and make some refinements." - Linda Levi, Director of Cognitively Guided Instruction Initiatives, Teachers Development Group and co-author of Children's Mathematics: Cognitively Guided Instruction."Gerald Rising is a champion at demystifying difficult circumstances by applying eloquent logic in recognizable contexts." - Patti Brosnan, Ohio State University"A common sense approach to teaching mathematics from master teachers, gives practical advice and opens the door to becoming an outstanding math teacher." - One Book One Community Selection Committee MemberABOUT THE AUTHORS:Gerald Rising, Ph.D., State University of New York (SUNY) Distinguished Teaching Professor Emeritus at the University at Buffalo, has been author or co-author of over a dozen textbooks and one hundred journal articles. Two of his recent books are: Program Your Calculator (William R. Parks, 2013) and Inside Your Calculator: From Simple Programs to Significant Insights (John Wiley, 2007). Professor Rising was a teacher and department chair in New York State high schools and then served as K-14 math coordinator in Norwalk, Connecticut. Rising also taught at the Universities of Rochester, Connecticut and Minnesota; New York and Cornell Universities; and Manchester University in England. A former National Council of Teachers of Mathematics board member, he has been a regular speaker at state and national meetings.Ray Patenaude, Ph.D., Mathematics Teacher, South Pointe High School, Rock Hill, South Carolina since January 2009 where he teaches Algebra 2 Honors to freshmen and Algebra 2 to 11th and 12th graders. While there he has completed SC Mentor Training and mentored beginning teachers and college interns. He taught Honors Precalculus, Honors Geometry, and Algebra 1. He was also Mathematics Teacher, Marathon High School, Marathon, NY September 1989 – June 1999 where he created both a calculus curriculum and an accelerated mathematics program.