LDeramus

    FRACTION CONCEPTS ARE ADDRESSED  IN CHAPTER 9. STUDENTS OFTEN AT THIS STAGE RESORT TO RULES AND STOP TRYING TO UNDERSTAND. iN THE PRIMARY GRADES THE USE OF MODELS TO EXPLORE FRACTIONS ARE NECCESSARY.

ALGEBRAIC REASONNG HELPS THE STUDENT DO LOGICAL THINKING AND MAKE GOOD PREDICTIONS. STUDENTS NEED TO KNOW HOW TO EXPLAIN A PROBLEM. THEY CAN DO THIS BY DRAING PICTURES OR USING A NUMBER LINE.

FINDING AND USING DATA SHOULD INVOLVE COLLECTIONS THAT THE STUDENTS ARE INTERESTED IN. STUDENTS NEED TO KNOW HOW TO INTEREPT THE DATA.

CHAPTER 12 DISCUSSES THE PROBABILIY CONCEPTS. EXPERIMENTAL PROBABILITY CAN BE USED AS AN ESTIMATE OF THE EXACT PROBABILITY OF AN EVENT.

     CHAPTER 5 ADDRESSES THE DEVELOPMENT OF THE FRACTION CONCEPT. THE AUTHORS DISCUSS THREE TYPES OF MODELS IN THIS CHAPTER. IT IS SUGGESTED THAT THE THESE MODELS BE USED AS MANIPULATIVES FOR THE STUDENTS. CHAPTER 6 DISCUSSED HOW IMPORTANT IT IS TO BE ABLE TO ANSWER SIMPLE CONTEXTUAL TASKS. STUDENTS SHOULD HAVE AN UNDERSTANDING OF FRACTIONS BEFORE RULES ARE STRESSED.

    CHAPTER 7 SUGGESTS THAT STUDENTS SHOULD HAVE  A CONCEPTUAL UNDERSTANDING BETWEEN FRACTIONS AND DECIMALS. CHAPTER 8 DEALS WITH THE CONCEPTS OF GEOMETRIC THINKING. THE

AUTHORS REVEAL THAT THERE ARE LEVELS A STUDENT GOES THROUGH IN ORDER TO UNDERSTAND GEOMETRY. THE TEACH NEEDS TO CHALLENGE THE STUDENT THROUGH WRITING. THE STUDENT NEEDS TO BE ABLE TO EXPLAIN WHAT HE IS DOING. TEACHERS REALLY NEED TO INSURE THAT STUDENTS KNOW THE BASICS OF GEOMETRY, BEFORE INTRODUCTING HIGHER LEVEL CONCEPTS OF IT.

   THES CHAPTERS WERE VERY INFORMATIVE AND I FEEL MUCH OF THE INFORMATION CAN BE USEFUL

IN THE CLASSROOM.

      CHAPTERS 1-4 STRESS THAT THERE IS MORE THAN ONE WAY TO SOLVE A PROBLEM. TEACHERS SHOULD ALLOW FOR STUDENTS TO SOLVE THEIR PROBLEMS IN WAYS THAT MAKE SENSE TO THEM. THE AUTHORS GIVE AN EXPLANATION OF THE USE OF DIAGNOSTIC INTERVIEW TO DETERMINE  WHAT THE STUDENT IS UNDERSTANDING. ACTIVITIES ARE PRESENTED TO HELP STUDENTS GET A BETTRR UNDERSTANDING  OF LARGER NUMBERS. THE STUDENTS CAN BE ALLOWED TO DO ACTIVITIES THAT WOULD HELP THEM MASTER NUMBER FACTS. THE AUTHORS OF STUDENT-CENTERED MATHEMATICS ENCOURAGE THE USE OF CALCULATORS. THE AUTHORS DISAGREE WITH GIVING TIME TEST TO SEE IF A STUDENT HAS MASTERED NUMBER FACTS. STUDENTS LEARN IN DIFFERENT WAYS. I FEEL THE AUTHORS GAVE SOME GREAT STRATEGIES TO MEET INDIVIDUAL NEEDS IN THE CLASSROOM.