Making Sense: Teaching and Learning Mathematics with Understanding

by James Hiebert, Elizabeth Fennema, Karen Fuson

The key to effective math learning lies not in the regurgitation of isolated facts but in the ablility to reason with and use what is learnedin understanding the concepts. But what does it mean to design a classroom so that understanding is the primary objective? What would a system of instruction look like if we took seriously the goal of helping all students understand mathematics? In this ground-breaking book, James Hiebert and his colleagues arm teachers with the best current research-based ideas for designingand defendingclassrooms that support students' mathematical understanding. It is based on the authors' work in four separate research programs, all of which investigated the effects of specific instructional approaches. Out of their ongoing discussions emerged a striking consensus about what features are essential and what features are optional, which they share in this book. They also provide glimpses into their individual projects and into the classrooms from which they have drawn many of their ideas. By describing the essential features of classrooms that support students' mathematical understanding and by offering pictures of several classrooms that exhibit these features, Making Sense provides a valuable framework within which elementary teachers can reflect on their own practice and think again about what it means to teach for understanding.

Genres: Education, Mathematics

208 pages, Paperback

First published April 21, 1997

Reviews

[Vince Parenti · Rating 5 out of 5]

This was my rock in my first 10 years of teaching. I’d read it every year or two to ground myself in what I think is the absolute most import job of mathematics teachers. Very important and inspirational reading.

[Darcy]

I am reading this to understand why my school district and my state is in great support of a math program and math teaching style that leaves so many students frustrated.

I feel that I am reading a high school english paper. If the author repeats itself three times in the same paragraph just using a new set of words does that mean we should listen? Perhaps the author truly doesn't "understand" what he/she is trying to say in the first place.

[Briana · Rating 3 out of 5]

Book makes a compelling argument for using more constructivist techniques in math instruction -- and aim for bigger understanding rather than rote computation by fostering math critical thinking & discussion. Rings true with many of the math research out there today.