“Ma! there’s nothing to do here!” complains the precocious protagonist of this rhyming tale set entirely in utero. It’s not exactly a scintillating experience spending nine months in your mother’s womb. You’re just stuck there at the end of that dumb bungee cord (a.k.a. the umbilical cord), with nothing whatsoever to do but slosh around. But, oh, the endless joys you have to look forward to as you listen to the tick-tock of ma’s happy heart clock and await that happy day when you finally come out to play.

Born a bastard to a teenage mother in the slums of 1950s Dublin, Martha has to be a fighter from the very start. As her mother moves from man to man, and more children follow, they live hand-to-mouth in squalid, freezing tenements, clothed in rags and forced to beg for food. But just when it seems things can't get any worse, her mother meets Jackser. Despite her trials, Martha is a child with an irrepressible spirit and a wit beyond her years. She tells the story of her early life without an ounce of self-pity and manages to recreate a lost era in which the shadow of the Catholic Church loomed large and if you didn't work, you didn't eat. Martha never stops believing she is worth more than the hand she has been dealt, and her remarkable voice will remain with you long after you've finished the last line.

Studies of teachers in the U.S. often document insufficient subject matter knowledge in mathematics. Yet, these studies give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education. Knowing and Teaching Elementary Mathematics describes the nature and development of the knowledge that elementary teachers need to become accomplished mathematics teachers, and suggests why such knowledge seems more common in China than in the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts.

The anniversary edition of this bestselling volume includes the original studies that compare U.S and Chinese elementary school teachers’ mathematical understanding and offers a powerful framework for grasping the mathematical content necessary to understand and develop the thinking of school children. Highlighting notable changes in the field and the author’s work, this new edition includes an updated preface, introduction, and key journal articles that frame and contextualize this seminal work.