This was an interesting chapter, a little overwhelming, but insightful. There was a lot of information to take in and I feel like I'm all over the place. Out of all the information given, this advice stood out the most, "The challenge then is to identify a few big ideas and carefully design around them, resisting the temptation to teach everything of possible value for each topic". (pg.66)
This is a major problem that I face. When given a topic to teach, I want to teach mostly everything because it all seems important. In reality there is not enough time and like the book said we have to, "...chose what to teach and what not to teach". (pg. 66)
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Yes, this is tough. It's why "thinking like a mathematician" becomes really important-- what skills, knowledge and understandings are integral for students to think like mathematicians? Even when you choose what you think is important, though, there's always the knowledge that you could choose something else and teach that, too...
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