AHembree

In reading the last four chapters of this book, I found different strategies of teaching fractions, patterning, reasoning skills, and probability.  During the kindergarten years we do not go in depth of any of the four areas; however, we initiate the interest by doing fun activities such as people patterns, six chips, spinners, etc.  It is really amazing to see just how much the students pick up and create their own understandings.

In reading this book from cover to cover, I have found many ideas that I will use to spark an interest of math into students at an early age.

In reading the next few chapters I found it interesting that the author still places a big emphasis on not telling a child the answer is wrong or right.  He continues to stress this fact as he did on page 161: "The method of computing is not the objective, the ability to compute is the goal."  Another thing he mentioned was to use the word traded instead of regroup when you're dealing with tens, ones, and hundreds.  I am going to adjust my vocabulary and see if I get better response.  In reading the geometry part of Ch. 7, I was surprised to see that Kindergarten students can be prepped for learning geometric strategies.  What I as a kindergarten teacher can do is more sorting with shapes, allowing the students to lead the sorting activity.  Next year with the GPS standards we will actually be introducing 3D shapes which will allow the students to view early geometric figures.  Another strategy that will help prepare our young children for advancement in math is measurement skills.  I always teach longest, shortest, etc. as well as measuring with linking cubes, but I don't do a lot with rulers.  This book suggest not only to introduce rulers and practice measuring, but to not always align to the end of the ruler.  On page 226, Van de Walle tells us that only 24% of 4th grade and 62% of 8th grade students could give the correct measure of an object not aligned with the end of the ruler.  Where a ruler is the most important measurement tool for primary aged children, it is good to show other attributes using informal units.  Allow the students to explore and draw conclusions based on different measurement tools.

I plan to continue to involve the students more and give them a chance to explain their answers before we do whole group activities.  I would also like to take more time when teaching measurement and geometry strategies.

In reading Teaching Student-Centered Mathematics  chapters 1-4, I found a better understanding of how students develop mathematical concepts.  While most may think that math is either a right or wrong answer and teacher instructed, it is the opposite.  As a teacher, I have to provide my students with the environment and engage them in learning, but they develop the understanding of math themselves.  It is imperative that teachers begin teaching "efficient strategies" to children as young as Kindergarten.  After strategies are taught then you may begin centering lessons to encourage use of the strategies.  As I have begun in my classroom to discuss "efficient strategies", I have found the statement made in chapter 4 to be true: "...there will not be a time when the whole class uses nor understands the same strategy."  In closing, model strategies and be patient while the students develop understanding on their own.