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MP7 Look for and make use of structure.
Mathematically proficient students look closely to discern a pattern or
structure. Young students, for example, might notice that three and seven
more is the same amount as seven and three more, or they may sort a
collection of shapes according to how many sides the shapes have. Later,
students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in
preparation for learning about the distributive property. In the expression x2 +
9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They
recognize the significance of an existing line in a geometric figure and can
use the strategy of drawing an auxiliary line for solving problems. They also
can step back for an overview and shift perspective. They can see
complicated things, such as some algebraic expressions, as single objects or
as being composed of several objects. For example, they can see 5 − 3(x − y)2
as 5 minus a positive number times a square and use that to realize that its
value cannot be more than 5 for any real numbers x and y.
MP8 Look for and express regularity in repeated reasoning.
Mathematically proficient students notice if calculations are repeated, and
look both for general methods and for shortcuts. Upper elementary students
might notice when dividing 25 by 11 that they are repeating the same
calculations over and over again, and conclude they have a repeating decimal.
By paying attention to the calculation of slope as they repeatedly check
whether points are on the line through (1, 2) with slope 3, middle school
students might abstract the equation (y − 2)/(x − 1) = 3. Noticing the
regularity in the way terms cancel when expanding (x − 1)(x + 1), (x − 1)(x2 +
x + 1), and (x − 1) (x3 + x2 + x + 1) might lead them to the general formula for
the sum of a geometric series. As they work to solve a problem,
mathematically proficient students maintain oversight of the process, while
attending to the details. They continually evaluate the reasonableness of their
intermediate results.
© 2010. National Governors Association Center for Best Practices and Council of Chief State School
Officers. All rights reserved.
Reconceptualizing
MATHEMATICS
for Elementary School Teachers

THIRD EDITION

Judith Sowder
Larry Sowder
Susan Nickerson
San Diego State University
Vice President: Ben Roberts
Publisher: Terri Ward
Acquisitions Editor: Nikki Miller
Marketing Manager: Tom DeMarco
Senior Developmental Editor: Katrina Mangold
Director of Digital Production: Keri DeManigold
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Associate Editor: Victoria Garvey
Assistant Media Editor: Emily Tenenbaum
Editorial Assistant: Katharine Munz
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Photo Researcher: Chelsea Roden
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Cover and Interior Design: Patrice Sheridan
Director, Content Management Enhancement: Tracey Kuehn
Managing Editor: Lisa Kinne
Senior Project Editor: Vivien Weiss
Production Manager: Susan Wein
Illustrations: MPS Ltd.
Art Manager: Matthew McAdams
Composition: MPS Ltd.
Cover Credit: ETA hand2mind®

Library of Congress Control Number: 2016953962

ISBN-13: 978-1-3194-1071-1 (mobi)

ISBN-10: 1-4641-9333-9

©2017, 2014, 2010 by W. H. Freeman and Company

All rights reserved

W. H. Freeman and Company

One New York Plaza
Suite 4500
New York, NY
10004-1562

www.macmillanlearning.com
 Contents in Brief

About the Authors

Message to Prospective and Practicing Teachers

Acknowledgments

Part I Reasoning About Numbers and Quantities

Chapter 1 Reasoning About Quantities

Chapter 2 Numeration Systems

Chapter 3 Understanding Whole Number Operations

Chapter 4 Some Conventional Ways of Computing

Chapter 5 Using Numbers in Sensible Ways

Chapter 6 Meanings for Fractions

Chapter 7 Computing with Fractions

Chapter 8 Multiplicative Comparisons and Multiplicative

Reasoning

Chapter 9 Ratios, Rates, Proportions, and Percents

Chapter 10 Integers and Other Number Systems

Chapter 11 Number Theory

Part II Reasoning About Algebra and Change

Chapter 12 What Is Algebra?

Chapter 13 A Quantitative Approach to Algebra and

Graphing

Chapter 14 Understanding Change: Relationships Among

Time, Distance, and Rate

Chapter 15 Further Topics in Algebra and Change

Part III Reasoning About Shapes and Measurement

Chapter 16 Polygons

Chapter 17 Polyhedra

Chapter 18 Symmetry

Chapter 19 Tessellations

Chapter 20 Similarity

Chapter 21 Curves, Constructions, and Curved Surfaces

Chapter 22 Transformation Geometry

Chapter 23 Measurement Basics

Chapter 24 Area, Surface Area, and Volume

Chapter 25 Counting Units Fast: Measurement Formulas

Chapter 26 Special Topics in Measurement

Part IV Reasoning About Chance and Data

Chapter 27 Quantifying Uncertainty

Chapter 28 Determining More Complicated Probabilities

Chapter 29 Introduction to Statistics and Sampling

Chapter 30 Representing and Interpreting Data with One

Variable

Chapter 31 Dealing with Multiple Data Sets or with

Multiple Variables

Chapter 32 Variability in Samples

Chapter 33 Special Topics in Probability

Appendix A: Video Clips Illustrating Children’s

Mathematical Thinking

Appendix B: Summary of Formulas

Appendix C: Using the Table of Randomly Selected Digits

(TRSD)

Appendix D: Data Sets in Printed Form

Selected Answers for Learning Exercises

Glossary

Index

Masters for Nets

Note: Appendices E–J and additional Masters are available on

the textbook’s website:
www.macmillanlearning.com/reconceptmath3e

Appendix E: About the Geogebra® Lessons

Appendix F: A Review of Some Rules

Appendix G: Using the Protractor to Measure Angle Size

Appendix H: Using the TI-73

Appendix I: Using Excel

Appendix J: Using the Illuminations Website

Masters for Base Materials, Pattern Blocks, and Dot Paper

 Contents

About the Authors

Message to Prospective and Practicing Teachers

Acknowledgments

Part I Reasoning About Numbers and Quantities

Chapter 1
Reasoning About Quantities

1.1 Ways of Thinking About Solving Story Problems

1.2 Quantitative Analysis
1.3 Problem Solving
1.4 Issues for Learning: Ways of Illustrating Story
Problems
1.5 Check Yourself

Chapter 2
Numeration Systems

2.1 Ways of Expressing Values of Quantities

2.2 Place Value
2.3 Bases Other Than Ten
2.4 Operations in Different Bases
 2.5 Issues for Learning: Understanding Place Value
2.6 Check Yourself

Chapter 3
Understanding Whole Number Operations

3.1 Ways of Thinking About Addition and Subtraction

3.2 Children’s Ways of Adding and Subtracting
3.3 Ways of Thinking About Multiplication
3.4 Ways of Thinking About Division
3.5 Children Find Products and Quotients
3.6 Issues for Learning: Developing Number Sense
3.7 Check Yourself

Chapter 4
Some Conventional Ways of Computing

4.1 Operating on Whole Numbers and Decimal Numbers

4.2 Issues for Learning: The Role of Algorithms
4.3 Check Yourself

Chapter 5
Using Numbers in Sensible Ways

5.1 Mental Computation

5.2 Computational Estimation
5.3 Estimating Values of Quantities
5.4 Using Scientific Notation for Estimating Values of
Very Large and Very Small Quantities
 5.5 Issues for Learning: Mental Computation
5.6 Check Yourself

Chapter 6
Meanings for Fractions

6.1
Understanding the Meanings of

6.2 Comparing Fractions

6.3 Equivalent (Equal) Fractions
6.4 Relating Fractions, Decimals, and Percents
6.5 Issues for Learning: Understanding Fractions and
Decimals
6.6 Check Yourself

Chapter 7
Computing with Fractions

7.1 Adding and Subtracting Fractions

7.2 Multiplying by a Fraction
7.3 Dividing by a Fraction
7.4 Issues for Learning: Teaching Calculation with
Fractions
7.5 Check Yourself

Chapter 8
Multiplicative Comparisons and Multiplicative Reasoning

8.1 Quantitative Analysis of Multiplicative Situations

 8.2 Fractions in Multiplicative Comparisons
8.3 Issues for Learning: Standards for Learning
8.4 Check Yourself

Chapter 9
Ratios, Rates, Proportions, and Percents

9.1 Ratio as a Measure

9.2 Comparing Ratios
9.3 Percents in Comparisons and Changes
9.4 Issues for Learning: Developing Proportional
Reasoning
9.5 Check Yourself

Chapter 10
Integers and Other Number Systems

10.1 Big Ideas About Signed Numbers

10.2 Children’s Ways of Reasoning About Signed
Numbers
10.3 Other Models for Signed Numbers
10.4 Operations with Signed Numbers
10.5 Multiplying and Dividing Signed Numbers
10.6 Number Systems
10.7 Issues for Learning: Open Number Sentences
10.8 Check Yourself

Chapter 11
Number Theory
 11.1 Factors and Multiples, Primes and Composites
11.2 Prime Factorization
11.3 Divisibility Tests to Determine Whether a Number Is
Prime
11.4 Greatest Common Factor, Least Common Multiple
11.5 Issues for Learning: Understanding the Unique
Factorization Theorem
11.6 Check Yourself

Part II Reasoning About Algebra and Change

Chapter 12
What Is Algebra?

12.1 Algebraic Reasoning in Elementary School

12.2 Numerical Patterns and Algebra
12.3 Functions and Algebra
12.4 Algebra as Generalized Arithmetic
12.5 Algebraic Reasoning About Quantities
12.6 Issues for Learning: The National Assessment of
Educational Progress and Achievement in Algebra
12.7 Check Yourself

Chapter 13
A Quantitative Approach to Algebra and Graphing

13.1 Using Graphs and Algebra to Show Quantitative

Relationships
13.2 Understanding Slope: Making Connections Across
 Quantitative Situations, Graphs, and Algebraic
Equations
13.3 Linear Functions and Proportional Relationships
13.4 Nonlinear Functions
13.5 Issues for Learning: Algebra in the Elementary
Grades
13.6 Check Yourself

Chapter 14
Understanding Change: Relationships Among Time, Distance,
and Rate

14.1 Distance–Time and Position–Time Graphs

14.2 Using Motion Detectors
14.3 Graphs of Speed Against Time
14.4 Interpreting Graphs
14.5 Issues for Learning: Common Graphing Errors
14.6 Check Yourself

Chapter 15
Further Topics in Algebra and Change

15.1 Finding Linear Equations

15.2 Solving Two Linear Equations in Two Variables
15.3 Different Approaches to Problems
15.4 Average Speed and Weighted Averages
15.5 More About Functions
15.6 Issues for Learning: Topics in Algebra
 15.7 Check Yourself

PART III Reasoning About Shapes and Measurement

Chapter 16
Polygons

16.1 Review of Polygon Vocabulary

16.2 Organizing Shapes
16.3 Triangles and Quadrilaterals
16.4 A Focus on Problem-Solving Strategies
16.5 Issues for Learning: Some Research on Two-
Dimensional Shapes
16.6 Check Yourself

Chapter 17
Polyhedra

17.1 Shoeboxes Have Faces and Nets!

17.2 Introduction to Polyhedra
17.3 Representing and Visualizing Polyhedra
17.4 Congruent Polyhedra
17.5 Some Special Polyhedra
17.6 Issues for Learning: Dealing with 3D Shapes
17.7 Check Yourself

Chapter 18
Symmetry

18.1 Symmetry of Shapes in a Plane

 18.2 Symmetry of Polyhedra
18.3 Issues for Learning: What Is Geometry in the Pre-
K–8 Curriculum?
18.4 Check Yourself

Chapter 19
Tessellations

19.1 Tessellating the Plane

19.2 Tessellating Space
19.3 Check Yourself

Chapter 20
Similarity

20.1 Similarity and Dilations in Planar Figures

20.2 More About Similar Figures
20.3 Similarity in 3D Figures
20.4 Issues for Learning: Similarity and Proportional
Reasoning
20.5 Check Yourself

Chapter 21
Curves, Constructions, and Curved Surfaces

21.1 Planar Curves and Constructions

21.2 Curved Surfaces
21.3 Issues for Learning: Standards for Mathematical
Practice
21.4 Check Yourself
Chapter 22
Transformation Geometry

22.1 Some Types of Rigid Motions

22.2 Finding Images for Rigid Motions
22.3 A Closer Look at Some Rigid Motions
22.4 Composition of Rigid Motions
22.5 Transformations and Earlier Topics
22.6 Issues for Learning: Promoting Visualization in the
Curriculum
22.7 Check Yourself

Chapter 23
Measurement Basics

23.1 Key Ideas of Measurement

23.2 Length and Angle Size
23.3 Issues for Learning: Measurement of Length and
Angle Size
23.4 Check Yourself

Chapter 24
Area, Surface Area, and Volume

24.1 Area and Surface Area

24.2 Volume
24.3 Issues for Learning: Measurement of Area and
Volume
24.4 Check Yourself
Chapter 25
Counting Units Fast: Measurement Formulas

25.1 Circumference, Area, and Surface Area Formulas

25.2 Volume Formulas
25.3 Issues for Learning: What Measurement Topics Are
in the Curriculum?
25.4 Check Yourself

Chapter 26
Special Topics in Measurement

26.1 The Pythagorean Theorem

26.2 Some Other Kinds of Measurements
26.3 Check Yourself

PART IV Reasoning About Chance and Data

Chapter 27
Quantifying Uncertainty

27.1 Understanding Chance Events

27.2 Methods of Assigning Probabilities
27.3 Simulating Probabilistic Situations
27.4 Issues for Learning: Research on the Understanding
of Probability
27.5 Check Yourself

Chapter 28
Determining More Complicated Probabilities
 28.1 Tree Diagrams and Lists for Multistep Experiments
28.2 Probability of One Event or Another Event
28.3 Probability of One Event and Another Event
28.4 Conditional Probability
28.5 Probability and Problem Solving
28.6 Check Yourself

Chapter 29
Introduction to Statistics and Sampling

29.1 What Are Statistics?

29.2 Sampling: The Why and the How
29.3 Simulating Random Sampling
29.4 Types of Data
29.5 Conducting a Survey
29.6 Issues for Learning: Sampling
29.7 Check Yourself

Chapter 30
Representing and Interpreting Data with One Variable

30.1 Representing Categorical Data

30.2 Representing and Interpreting Measurement Data
30.3 Examining the Spread of Data
30.4 Measures of Center
30.5 Deviations from the Mean as Measures of Spread
30.6 Examining Distributions
30.7 Issues for Learning: Understanding the Mean
 30.8 Check Yourself

Chapter 31
Dealing with Multiple Data Sets or with Multiple Variables

31.1 Comparing Data Sets

31.2 Lines of Best Fit and Correlation
31.3 Issues for Learning: More Than One Variable
31.4 Check Yourself

Chapter 32
Variability in Samples

32.1 Having Confidence in a Sample Statistic

32.2 Confidence Intervals
32.3 Issues for Learning: What Probability and Statistics
Should Be in the Curriculum?
32.4 Check Yourself

Chapter 33
Special Topics in Probability

33.1 Expected Value

33.2 Permutations and Combinations
33.3 Issues for Learning: Children Finding Permutations
33.4 Check Yourself

Appendix A
Video Clips Illustrating Children’s Mathematical Thinking
Appendix B
Summary of Formulas

Appendix C
Using the Table of Randomly Selected Digits (TRSD)

Appendix D
Data Sets in Printed Form

Selected Answers for Learning Exercises

Glossary

Index

Masters for Nets

Note: Appendices E–J and additional Masters are available on the

textbook’s website: www.macmillanlearning.com/reconceptmath3e

Appendix E
About the Geogebra® Lessons

Appendix F
A Review of Some Rules

Appendix G
Using a Protractor to Measure Angle Size

Appendix H
Using the TI-73

Appendix I
Using Excel

Appendix J
Using the Illuminations Website

Masters for Base Materials, Pattern Blocks, and Dot Paper

 About the Authors

Judith Sowder is a Professor Emerita of Mathematics and Statistics at San

Diego State University. Her research has focused on the development of
number sense and on the instructional effects of teachers’ mathematical
knowledge at the elementary and middle school level. She served from 1996
to 2000 as editor of the Journal for Research in Mathematics Education and
served a three-year term on the National Council of Teachers of Mathematics
Board of Directors. She has directed numerous projects funded by the
National Science Foundation and the Department of Education. In 2000 she
received the Lifetime Achievement Award from the National Council of
Teachers of Mathematics.
Larry Sowder is Professor Emeritus of Mathematics and Statistics at San
Diego State University. He taught mathematics to preservice elementary
school teachers for more than 30 years. His work in a special program in San
Diego elementary schools also shaped his convictions about how courses in
mathematics for preservice teachers should be pitched, as did his joint
research investigating how children in the usual grades 4–8 curriculum solve
“story” problems. He served on the National Research Council Committee
that published Educating Teachers of Science, Mathematics, and Technology
(NRC, 2001).

Susan Nickerson has taught both preservice and inservice teachers using
these materials. As an Associate Professor in San Diego State University’s
Department of Mathematics and Statistics, her research interest is long-term
professional development of teachers. In particular, her focus is describing,
analyzing, and understanding effective contexts that promote teachers’
knowledge of mathematics and mathematics teaching.
All three authors consider themselves as having dual roles—as teacher
educators and as researchers on the learning and teaching of mathematics.
Most of their research took place in elementary and middle school classrooms
and in professional development settings with teachers of these grades.
 Message to Prospective and
Practicing Teachers

Teachers matter. A variety of recently published documents support the

notion that the key to increasing students’ mathematical knowledge is to put
knowledgeable teachers in every classroom.1 Research on the relationship
between teachers’ mathematical knowledge and students’ achievement
confirms the importance of teachers’ content knowledge. It is self-evident
that teachers cannot teach what they do not know.2
Do you remember how you thought and felt about mathematics during
your K–8 experiences? How would an emphasis on making sense of
mathematics have changed your thoughts and feelings about mathematics?
There is more to teaching than conveying mathematical knowledge.
Although this course is about mathematics rather than about methods of
teaching mathematics, you will learn a great deal that will add to your
background for teaching mathematics knowledgeably and for creating
positive experiences for your students. When you can converse with your
students about mathematical ideas, reasons, goals, and relationships, they
begin to make sense of mathematics. Sense making is a theme that permeates
all aspects of this course. Students who know that mathematics makes sense
will search for meaning and become successful learners.
If you gain an appreciation of the fact that the rules of mathematics have
underlying reasons and that mathematical ideas and vocabulary can add
precision to a teacher’s talk and thought, then you will indeed
reconceptualize mathematics. As you further study mathematics and
especially as you teach mathematics to a variety of children, you will have
more opportunities to learn to touch the future in positive ways. Teachers do
matter.
Another random document with
no related content on Scribd:
 Hålde Hat. 1

At the extremity of the beautiful valley of Espelund, in the parish of

Mo, there rises a wood-covered [100]mountain known as Bergåsa
Mountain, from the distance looking like a giant cone; three sides
presenting frowning precipices, the fourth (and southern) fortified by
a large wall of boulders, which is said to have surrounded, in former
times, a king’s castle, called Grimslott.

Here, in times gone by, lived a mountain king named Grim. He was,
like the rest of his kind, ugly and crafty, and robbed mankind of
whatever fell in his way.

For this purpose he had two hats, one of which was called the Dulde
hat, and was so endowed that when the king put it on his head both
he and his companions became invisible; and the other was called
the Hålde hat, which possessed a power making all things plainly
visible to the wearer that were before invisible.

It happened, during these days, that a farmer of Grimland, preparing

a wedding for his daughter, invited guests from near and far to the
festivities. Pretending, however, not to know the mountain king, he
did not invite him. The latter apparently took no offense at this, but,
on the wedding day, putting his Dulde hat upon his head, set out to
the wedding feast, followed by all his people, except the queen, who
was left at home to watch the castle.

When the wedding guests sat themselves at table everything that

was brought in vanished, both food and drink, to the great
astonishment of all, as they could not understand where it
disappeared; but a young peasant suspected the Trolls were at the
bottom of it, and, springing upon a horse, rode straightway to
[101]Borgåsa Mountain. On the steps stood the mountain queen, so
beautiful and fine, who inquired of the rider how things were going at
the wedding feast in Grimland.

“The food is salt and the oil is sour,” answered he. “That stingy
farmer has hidden the wine and meat in the cellar where no one can
find it. Now, your husband sends greeting, and requests that you
give me the Hålde hat, that he may be able to find its hiding-place.”

Without mistrust the queen gave him the enchanted hat, whereupon
the young peasant hastened back to the festivities. Entering the hall,
he donned the hat and saw at once the mountain king and his
followers sitting among the guests, seizing upon everything as fast
as brought in. The peasant drew his sword, and commanded the
others to do likewise.

“Stab as I stab and cut as I cut,” cried he, and began to slash around
the table. The other guests followed his example and slew the
mountain king and all his followers. From that time, so says the story,
the castle upon Borgåsa Mountain has been untenanted. [102]

1 The belief that giants have two hats, one of which renders the wearer invisible,
and another that reveals things otherwise invisible, is widespread in Northern
Scandinavia. ↑
[Contents]
 The Golden Cradle.

One stormy autumn night, a few years after the death of Charles XII.,
a ship containing a valuable cargo was wrecked on the island of
Tjorn, one of the group of islands on the coast of Bohuslän. Among
other things of value in the ship’s cargo were many articles of costly
jewelry, belonging to King Frederick I., which were being brought to
him from Hessia. The most costly, however, was a jewel inclosed in
a cradle made of pure gold and richly embellished with pearls and
precious stones, sent by a German princess to the king’s spouse.

The islanders, as was not unusual in those days, murdered the

ship’s crew, and, after it had been plundered of its cargo, scuttled
and sunk her, so that she was safely out of sight.

Among the priests upon the island was one named Michael Koch,
pastor in Klofvedal. He had a hint of the great crime that had been
committed, but, fearing the half-barbarous inhabitants, did not dare
betray the secret.

Some time after the ship had disappeared a fisherman came one
day to the parsonage and presented to the priest a walking stick of
great beauty of workmanship and value, which was a part of the
cargo of the plundered vessel. Koch accepted the gift, and whether
he did not know or did not care where it [103]came from, took it with
him, often displaying it upon the streets. When, two years later, he
went to Stockholm, as representative to the Diet, King Frederick one
day accidentally saw and recognized it as his property. The priest,
however, asserted that it was his, and rightfully acquired. But the
king could not be deceived, and opening a heretofore concealed
hollow in the cane, took therefrom a roll of gold coins. This action
attracted attention and aroused suspicion anew that the ship had
been plundered. It was not thought that Koch had a hand in it, but,
on the assumption that he knew something about it which he ought
to have revealed, and that he was trying to conceal the deed, he was
escorted from Stockholm.

Meantime further discoveries were made, until they led to finding that
the gold cradle was in possession of a peasant in Stordal. At the
king’s command, soldiers were at once dispatched to Tjorn to arrest
the criminals and, possibly, find the jewel. But the command was not
kept so secret that the peasant did not get an intimation of what was
coming, whereupon he hastened to bury the cradle in Stordal Heath.
Under guidance of a police officer the search was prosecuted in all
directions, but when the soldiers could not discover the object of
their search, they left the island and the offenders escaped.

Some years later the possessor of the cradle became sick. When he
found that his case was serious he sent for the priest, and confided
to him the whereabouts of his booty, and requested that as soon as
he was dead the priest should dig the cradle up and restore it to the
[104]king. Hardly had the priest taken his departure when the sick
man regretted his simplicity. Gathering his little remaining strength,
he rose from his bed, and, with unsteady steps, crept out into the
field and concealed his buried treasure in another place. As soon as
the man was dead, the priest set out about fulfilling his commission.
His digging was in vain, the hidden treasure was not to be found. In
his dying hour the peasant had, apparently, endeavored to reveal the
new hiding place, but his strength was so near exhausted that his
utterances could not be understood.

To this day many of the dwellers on the island are fully persuaded
that Queen Elenor’s golden cradle may be found somewhere in the
Stordal cow pastures, and many have wasted much time and labor
in the hope of bringing it to light. [105]
[Contents]
 The Child Phantom.

Many years ago there died, on the estate of Sundshult, in the parish
of Nafverstad, a child of illegitimate birth, which, because of this, was
not christened and could not be accorded Christian burial, or a place
in heaven, and whose spirit, therefore, was left to wander the earth,
disturbing the rest and making night uncomfortable for the people of
the neighborhood.

One time, just before Christmas, the parish shoemaker, on his

rounds, was detained at the house of a patron, and, having much
work before him, he was still sewing late into the night, when he was
unexpectedly [106]startled from his employment by a little child
appearing before him, which said:

“Why do you sit there? Move aside.”

“For what?” asked the shoemaker.

“Because I wish to dance,” said the spectre.

“Dance away, then!” said the shoemaker.

When the child had danced some time it disappeared, but returned
soon and said:

“I will dance again, and I’ll dance your light out for you.”

“No,” said the shoemaker, “let the light alone. But who are you that
you are here in this manner?”

“I live under the lower stone of the steps to the porch.”

“Who put you there?” asked the shoemaker.

“Watch when it dawns, and you will see my mother coming, wearing a
red cap. But help me out of this, and I’ll never dance again.”

This the shoemaker promised to do, and the spectre vanished.

The next day a servant girl from the neighboring estate came, who
wore upon her head a red handkerchief.

Digging was begun under the designated step, and in time the
skeleton of a child was found, incased in a wooden tub. The body
was that day taken to the churchyard, and the mother, who had
destroyed her child, turned over to the authorities. Since then the
child spectre has danced no more. [107]
[Contents]
 King Rane and Queen Hudta.

Upon the height where Svarteborg’s Church is now situated, rose, in

former times, a castle, occupied at the date of our story by a king
named Rane, after whom the fortification took the name of
Ranesborg. As late as a few years ago traces of a wall were to be
seen in the so-called bell-tower, near the church path, which were
said to be the remains of the once stately fortress.

At the time King Rane resided in Ranesborg, there lived not far from
there, upon the Hudt estate, in the parish of Tanum, a Queen Hudta,
widely known for her wealth and beauty, also for her rare bravery
and sour temper.

Enraptured by the king’s fame for bravery, though well along in

years, she sent an embassador to the king offering him her hand,
which he accepted. After a time he fell in love with another and
regretted his previous betrothal, but said nothing to Queen Hudta,
who, upon the appointed day, betook herself, arrayed in queenly
garb and glittering crown, to Ranesborg.

When the bridal car arrived at the castle it was found that the king
had gone on a hunt, and had left word that the queen might return to
her home again. Stung by this bitter affront, the queen commanded
her people to storm the castle and raze it to the ground. Returning to
her horse, when the destruction had been completed, and viewing
the black and smoking ruins of the castle, she thus vented herself:
[108]

“Up to the present you have been called Ranesborg, but hereafter
you shall be known as Svarteborg”—Black Castle—and, putting
spurs to her horse, she galloped away from the spot.
When the queen came to the so-called Köpstadbäcken, on her way
to Tanum, she halted at a spring, dismounted and laid her crown and
equipments upon a stone. She then requested a drink, and, the
water being good, the spring was named Godtakällan—good spring.

Meantime Rane, during the chase, had observed the smoke and
flames from his burning castle and set out hastily homeward. At
Köpstadbäcken he came upon the bridal car of the malevolent
queen, when he understood what had taken place, and drawing his
sword, he clove the head of his intended bride. At sight of this her
followers at once took to flight, but they were overtaken and hewn
down at Stenehed, where one of the finest monuments on Bohuslän
marks the incident. The murdered queen’s body was carried to her
castle at Hudt, where a large prostrate stone near the wagon road is
said to mark her grave. [109]
[Contents]
 The Knights of Ållaberg.

One time a peasant, en route to Jönköping with a load of rye, came

just at dusk to Ållaberg, where he discovered a grand mansion by the
way. “Maybe I can sell my rye here,” thought he, “and so be spared
the journey to Jönköping,” and, approaching the door, he knocked for
admittance.

The door was at once opened by some unseen power, and the
peasant entered.

Upon entering, he found himself in a grand hall. In the middle of the

floor stood a large table and upon the table lay twelve golden
helmets, grand beyond the [110]power of description, and scattered
around the room, deep in slumber, were twelve knights in glittering
armor.

The peasant contemplated his beautiful surroundings, but, concluding

he could not sell his rye here, went on, coming finally to a large
stable, where he found standing twelve most magnificent steeds,
bedecked with golden trappings and silver shoes on their hoofs,
stamping in their stalls.

Curiosity getting the better of him, he took hold of the bridle of one of
the horses in order to learn by what art it was made. Hardly had he
touched it when he heard a voice call out, “Is it time now?” and
another answer, “No, not yet!”

The peasant had now seen and heard as much as he desired, and,
thoroughly frightened, hastened away. When he came out he found
that he had been into the mountain instead of into a mansion, and
that he had seen the twelve knights who sleep there until the country
shall be in some great danger, when they will awake and help
Sweden to defend herself against her foreign enemies. [111]
[Contents]
 The Countess of Höjentorp. 1

Shortly after King Charles XI. had confiscated most of the property of
the nobility to the use of the crown, he came, one day, while upon
one of his journeys to Höjentorp, where his aunt on his father’s side,
Maria Eufrosyna, lived.

On the stairs, as he was about to enter her dwelling, he was met by

her and at once saluted with a sound box on the ear. Astounded, the
king burst out:

“It is fortunate that it is I whom you have struck! but why are you in
such a combative mood, my aunt?”

“Why?” said the countess. “Because you have taken all my

possessions from me.”

Conducting the king to the dining hall, the countess sat before him to
eat a herring’s tail and an oat cake.

“Have you no better fare for me than this?” asked the king.

“No,” replied the lady; “as you have spread the cloth so must you
dine.”

“Aunt,” said the king, “if you will give me your gold and silver, I will
provide for you richly to your death.”

“Shame on you!” interrupted the countess. “Will you not allow me to

keep so little as my gold and silver, [112]either?” and, advancing upon
him, she gave him a second box on the ear, which so alarmed the
king that he beat a hasty retreat and commanded that the countess
be left in peaceful possession of her property to the end of her days.
[113]

1 This legend is noteworthy as showing how time and fancy often clothe the
historical fact in mythical garb. The reader’s attention is called to similar cases
in this collection, among them the Lord of Ugerup, Bishop Svedberg and the Devil,
Lady Barbro, of Brokind, Jonas Spits, etc. ↑