GJones

Chapters 9-12 discuss the presentation of mathematical conceptual knowledge to be implemented in a student-centered environment.  Most of the examples given are accompanied by an array of strategies, i.e. in Chapter 9 a general plan of instruction is allocated for the instruction of measurement comprehension.  I find the three summarized in this chapter to be true.  Students do need to use comparisons when measuring to make the measurement relative.  Using model units to portray measurements is also imperative for a visual representation of the conceptual knowledge.  This provides an appropriate amount of duality to mathematical perspectives needed in developing successful students.

The most important of the lessons proposed in these chapters is application.  Students need to utilize these concepts and apply the attained skills authentically. Chapter 12 was my favorite because it dealt with probablity.  The 12.4 activity was one I will use in my class.  I enjoy implementing hands-on learning experiences.  There are many creative activities dispersed throughout the chapters that seem very simplistic in pedagogic approach.  This book would be a good classroom resource if we could keep a copy in our room.  However, once we turn this book over to the media center I fear it will be a resource not many will check out. 

Is there any way we could keep this book indefinitely, as a temporarily-permanent fixture (oxymoron) in our repetoirre of resources.  At least until I become accustom to some of the best activities proposed.