ISBN0073224626

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.

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.

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.

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.

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.