Heather Summers

Anne Watson

Are some people just born lucky? The answer is no, people control their own fortunes. The Book of Luck will show you that there is a way to structure your luck and to bring success into your life and into your control. It will show you how to be lucky, always, demonstrating what has gone wrong in the past and outlining what you need to know for the future. Summers and Watson use extensive research and draw on their personal experiences both professionally and personally, to bring you a book crammed full of practical tips on how to turn the tide of your luck. This book will appeal to people who want to move up in life, people who have been made redundant, people who have plateaued in their careers and people who are ambitious for the next step - or simply people who want to make more of themselves in a business or personal context. The Book of Luck shows you how to: choose your own luck use social situations to increase your potential for luck use your own personal strengths to increase your luck choose how you respond to situations and maximise your luck train your mind to expect long term success develop a good luck mindset.

Brilliant Ideas for Creating Your Own Success and Making Life Go Your Way

The Book of Luck

Peter Winbourne

This book draws together a range of papers by experienced writers in mathematics education who have used the concept of situated cognition in their research within recent years. No other books are available which take this view specifically in mathematics education. Thus it provides an up-to-date overview of developments and applications to which other researchers can refer and which will inspire future research.

New Directions for Situated Cognition in Mathematics Education

Minoru Ohtani

This book is the product of ICMI Study 22 Task Design in Mathematics Education. The study offers a state-of-the-art summary of relevant research and goes beyond that to develop new insights and new areas of knowledge and study about task design. The authors represent a wide range of countries and cultures and are leading researchers, teachers and designers. In particular, the authors develop explicit understandings of the opportunities and difficulties involved in designing and implementing tasks and of the interfaces between the teaching, researching and designing roles – recognising that these might be undertaken by the same person or by completely separate teams. Tasks generate the activity through which learners meet mathematical concepts, ideas, strategies and learn to use and develop mathematical thinking and modes of enquiry. Teaching includes the selection, modification, design, sequencing, installation, observation and evaluation of tasks. The book illustrates how task design is core to effective teaching, whether the task is a complex, extended, investigation or a small part of a lesson; whether it is part of a curriculum system, such as a textbook, or promotes free standing activity; whether the task comes from published source or is devised by the teacher or the student.

Anne Watson

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