LDeramus

     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.