Mathematics for Elementary Teachers: A Conceptual Approach | 
 enlarge | Authors: Albert Bennett, Ted Nelson
Publisher: McGraw-Hill Science/Engineering/Math
Category: Book
Buy Used: $69.95
New (31) Used (55) from $69.95
Rating:  5 reviews
Sales Rank: 11996
Media: Hardcover
Edition: 7
Pages: 912
Number Of Items: 1
Shipping Weight (lbs): 4
Dimensions (in): 10.1 x 8 x 1.4
ISBN: 0073224626
Dewey Decimal Number: 372
EAN: 9780073224626
Publication Date: June 19, 2006
Availability: Usually ships in 1-2 business days
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Product Description
Overview: Albert B. Bennett, Jr. and L. Ted Nelson have presented hundreds of workshops on how to give future teachers the conceptual understanding and procedural fluency they will need in order to successfully teach elementary-school mathematics. The Seventh Edition of Mathematics for Elementary Teachers: A Conceptual Approach continues their innovative, time-tested approach: an emphasis on learning via specific, realistic examples and the extensive use of visual aids, hands-on activities, problem-solving strategies and active classroom participation. Special features in the text ensure that prospective teachers will gain not only a deeper understanding of the mathematical concepts, but also a better sense of the connections between their college math courses and their future teaching experiences, along with helpful ideas for presenting math to their students in a way that will generate interest and enthusiasm. The text draws heavily on NCTM Standards and contains many pedagogical elements designed to foster reasoning, problem-solving and communication skills. The Seventh Edition will also incorporate in-text references to the virtual manipulative kit and other online resources that enhance the authors� explanations and examples. . .
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| Customer Reviews:
 It's a Textbook August 29, 2004
Charles R. Williams (Akron, OH United States)
18 out of 18 found this review helpful
Anyone who wants to save money can get the 5th edition for a fraction of the cost. The main difference is that sections 7.1 and 7.2 are reversed.
I have taught many times from this book and since I didn't choose the text I have no way to compare it to the alternatives.
My students find the book confusing, in part, because the book attempts to cover everything an instructor might want to teach from it. Any text covering this material would have the same characteristic. It is critical to guide students as to what is important and what is not. One cannot simply teach this textbook as is.
Much of the material covered in the text is middle school level and not part of the K-5 curriculum. That's fine as long as the instructor realizes that students aspiring to teach Kindergarten will find middle school material difficult, confusing and irrelevant to their goals.
There is not enough practice in this book to build any skill in which the student is deficient or to cover any gaps in the student's preparation. It is simply not possible to do this in a math for elementary teachers course. Students must rely on tutors for this kind of help. The textbook, then, does not proceed sequentially - like an algebra textbook would - to build skills in a systematic way but rather topically. The book veers from the very abstract to the very concrete and students have trouble with this also.
Most students who will use this book have a good grasp of place-value, operations with fractions and decimals, factoring and simple algegra. This material is covered in Chapters 1, 3-6.3. This is not the case for sets, functions, logic, all topics in geometry, and simple probability and statistics. These topics may be in the official high school curriculum but are rarely taught to mastery to the typical student who decides to become an elementary teacher. Furthermore, these topics are ignored in college math placement tests and in remedial math courses. Those responsible for designing a course that might use this book must take this reality into account.
Another challenge for students is to approach mathematics concepts in which they have a sound working knowledge from multiple learning styles. This is difficult even for those who are well prepared. The book is good resource for this.
A good resource for the non-math minded December 31, 1998
7 out of 7 found this review helpful
I had Bennett as an instructor and used this book throughout the course sequence. I found it to be a helpful resource for teachers who were unfamiliar or "rusty" with mathematics. However, if you are a math-minded person looking for more ideas, this book will not help you develop your potential. It is a good place to start thinking about ways to teach and learn mathematics, but not a great collection of information on the whole.
Unclear June 20, 2003
2 out of 3 found this review helpful
This book is not clearly written. Many terms are used incorrectly or in a very questionable manner. The answers in the back of the book for all odd-numbered "homework" problems and all test questions is very helpful and convenient. If I were chosing a textbook, it would not be this.
 Horrible book! August 8, 2004
A. Booth (Medina, OH USA)
6 out of 9 found this review helpful
Very complicated book. Bad examples and format. AN FYI for college students trying to save money, the older edition is the SAME as the newest one. What a rip off.
This book made me want to drop out of grad school! February 9, 2004
Cherie (Gladstone, MO United States)
3 out of 6 found this review helpful
Maybe it's the teacher, perhaps it's the book. But this is one of the most difficult classes I've had in my life. All I feel like doing is pulling out my hair. This book is so unclear. If you're trying to learn math, this isn't the book for you. If you want to be confused, I highly recommend it.
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