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Concept-Rich Mathematics Instruction: Building a Strong Foundation for Reasoning And Problem Solving
reviewed by Anna Bornino-Glusac - July 18, 2006
 Title: Concept-Rich Mathematics Instruction: Building a Strong Foundation for Reasoning And Problem Solving
Author(s): Meir Ben-Hur
Publisher: Association for Supervision and Curriculum Development, Alexandria, VA
ISBN: 141660359X , Pages: 152, Year: 2006
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Mr. Ben-Hur presents an argument for concept-rich mathematical instruction through what he deems mediated instruction with real-life problem solving. He succeeds in presenting a summary of philosophies and strategies of instruction previously iterated by others. This includes the basic five-step problem-solving strategy frequently discussed in teacher professional development and encountered in many of todays textbooks. However, he does add a new set of educational terminology. A poorly selected teacher/student discourse is presented in Chapter 2 to illustrate a modern version of Socratic questioning techniques. Why is it considered poorly selected? The teacher is attempting to link problem solving strategies for two different problems. However, the teacher is not cognizant of the difference between a shillelagh (an Irish cudgel or stick) and a shilling (a denomination of money). This distracts from the intent of the passage and points to a flaw in the writers thoroughness in preparing his document. Part of Chapter 3... (preview truncated at 150 words.)
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- Anna Bornino-Glusac
Los Angeles Unified School District
ANNA BORNINO-GLUSAC is a retired (2006) secondary mathematics instructional coach and secondary mathematics instructor. She received a BA in chemistry with an interdepartmental major with emphasis in mathematics and an MA in Administrative Services from the School of Education, both from California State University Dominguez Hills. She also has earned a Bilingual, Cross-cultural Language and Academic Development Certificate with emphasis in Spanish. She has spent the last 38 years in advancing the education of students, primarily minority and lower economic students, as an instructor for 33.5 years and as a teacher coach or mentor for over 4 years.
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