1 00:00:00,00 --> 00:00:09,100 Hi. I'm Gary Musser and this is my co-author Blake Peterson. 2 00:00:09,200 --> 00:00:15,500 About thirty years ago, Bill Burger and I were incharge of teaching mathematics for elementary teachers in Oregon State University. 3 00:00:15,600 --> 00:00:18,600 No existing text books seemed right to us. 4 00:00:18,700 --> 00:00:20,700 So, we wrote in class text of our own. 5 00:00:20,800 --> 00:00:26,300 We wanted a book that would parallel the development in mathematics in the elementary curriculum at an appropriate level 6 00:00:26,400 --> 00:00:34,200 Moreover, since Bill had just finished the big research project on the teaching of geometry, we wanted that book to be reflect in his important findings. 7 00:00:34,300 --> 00:00:36,600 No book did that. 8 00:00:36,700 --> 00:00:41,000 Bill worked with me on the first two editions of this book until he passed away. 9 00:00:41,100 --> 00:00:50,200 We were fortunate at oregon state to recruit Blake to replace Bill and to my delight Blake joined me as a co-author beginning with the fifth edition. 10 00:00:50,300 --> 00:00:53,400 Gary and I, both have Phd.'s in mathematics. 11 00:00:53,500 --> 00:00:58,300 So as we worked on the book, we've been careful to make sure that its mathematically sound. 12 00:00:58,400 --> 00:01:09,700 Both of us also had the oppurtunity to teach in public schools. As a result, we have a focus on children's thinking. 13 00:01:09,800 --> 00:01:10,000 We strived to have a balance between mathematics that is accessible and related to student's mathematical thinking.And yeah it is mathematically precise 14 00:01:22,900 --> 00:01:29,300 When you look at the book, the mathematical strength would be quite clear. 15 00:01:29,400 --> 00:01:35,200 The focus on elementary student thinking is apparent order of the chapters. 16 00:01:35,300 --> 00:01:41,300 Its also seen in our discussion on developmental stages of learning geometry called Van Hiele levels, which we talk about in chapter twelve. 17 00:01:41,400 --> 00:01:46,700 Other assets of the book of the pedegogicalites in particular in 10th edition we have incorporated mathematical tasks in every section in a book. 18 00:01:46,800 --> 00:01:52,000 These tasks can be used by instuctors to help the students be actively engaged in the learning process during instruction. 19 00:01:52,100 --> 00:01:56,900 Most of these tasks were developed by me based on my experience teaching the class. 20 00:01:57,000 --> 00:02:01,800 We are especially exited about this 10th edition. 21 00:02:01,900 --> 00:02:06,700 To support the learning process we have integrated QR symbols that connect to videos produced by Blake. 22 00:02:06,800 --> 00:02:11,600 These QR's can be read on most smart phones and tablets. 23 00:02:11,700 --> 00:02:13,500 We use QR's in 3 different ways. 24 00:02:13,600 --> 00:02:18,300 First, we have a video of our first page in note to our students, where we help students learn how to maximize the use of the book. 25 00:02:18,400 --> 00:02:21,900 Second, to the start of this chapter, Blake provides a walk through of the chapter to write students with a preview and a road map. 26 00:02:22,000 --> 00:02:24,500 Finally Blake will describes his ground breaking student videos contain throughout the book. 27 00:02:24,600 --> 00:02:27,100 I had conversations with many children about my mathematical concepts similar to those we talk about in the book. 28 00:02:27,200 --> 00:02:29,700 It was intriguing to see how they thought mathematically as I visited with them. 29 00:02:29,800 --> 00:02:32,500 We feel that these videos would be a great asset to students who use our book as they better understand the learning of mathematics by elemenatary children. 30 00:02:32,600 --> 00:02:34,700 The great thing about these videos is how easier you all can access. 31 00:02:34,800 --> 00:02:36,200 Simply scan in a QR code like you did for this video and the video was there. 32 00:02:36,300 --> 00:02:38,000 We thank you and hope you enjoy learning from our book as much as we enjoyed writing it.