Mathematical Challenges for the Middle Grades: From the Mathematics Teacher CalendarProblems by William D. JamskiReview by: Suzanne M. HallThe Arithmetic Teacher, Vol. 41, No. 1 (SEPTEMBER 1993), p. 45Published by: National Council of Teachers of MathematicsStable URL: http://www.jstor.org/stable/41195878 .

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REVIEWING AND VIEWING ■ NEW BOOKS

FOR TEACHERS FOR STUDENTS

■ ETCETERA

REVIEWING AND VIEWING

New Books

From NCTM 20 percent discount for individual NCTM members on NCTM publications. Free

catalogs of NCTM publications are avail- able by writing to NCTM, Department P.

For Teachers Curriculum and Evaluation Standards for School Mathematics. Addenda Se- ries, Grades K-6, Third-Grade Book. 1992, viii + 32 pp., $11 paper. ISBN 0-87353- 313-5. Curriculum and Evaluation Stan- dards for School Mathematics. Addenda Series, Grades K-6, Fourth-Grade Book. 1992, viii + 32 pp., $11 paper. ISBN 0-87353- 314-3. Curriculum and Evaluation Stan- dards for School Mathematics. Addenda Series, Grades K-6, Fifth-Grade Book. 1992, viii + 32 pp., $11 paper. ISBN 0-87353- 315-1. National Council of Teachers of Math- ematics, 1 906 Association Dr., Reston, VA 22091.

These books are part of the Addenda Series, which was designed to "interpret and evaluate the NCTM' s Curriculum and Evaluation Stan- dards for School Mathematics (1989). (It is composed of seven books spanning kindergar-

Edited by Keith Chong School District 42 Maple Ridge, ВС V2X 8N6 Thomas O'Shea Simon Fraser University Burnaby, ВС V5A 1S6 David J. Whitin University of South Carolina Columbia, SC 29208

Prices on software, books, and materials are subject to change. Consult the suppliers for the current prices. The comments reflect the reviewer's opinions and do not imply endorsement by the National Council of Teachers of Mathematics.

ten to sixth grade.) Each of these three books follows the same format and includes an identi- cal foreword and preface. The preface summa- rizes the philosophy and some key ideas in the Curriculum and Evaluation Standards and paints a picture of mathematics instruction in- cluding program elements, student activities, the role of the teacher, and the attitudes and behaviors sought. This section is useful for those who have not had the opportunity to read the curriculum standards document. These books are designed to be a source of ideas for teachers who are beginning to implement the standards and a resource for in-service and teacher- education programs.

A few field-tested activities covering both traditional and new topics are compiled in each of four areas: "Patterns," "Number Sense and Operations," "Making Sense of Data," and "Ge- ometry and Spatial Sense." The collection illus- trates the NCTM' s positions on concept devel- opment, linking concrete and pictorial representations with concepts, promoting math- ematical reasoning, mathematical communica- tion, improved instructional techniques, uses of technology, and variety in assessment.

All the activities presented are clearly ex- plained and described. They are interesting and age-appropriate. (Teachers in other grades would also benefit from examining these books, since many of the activities could be adapted for younger or older students.) As a resource, these books are practical and well organized. Editor Miriam Leiva describes in the preface (p. vii) how the use of this book is envisioned:

Change is an ongoing process that takes time and courage. It is not easy to go beyond comfort and security to try new things. As you use this book, pick and choose at will and sample alternative approaches and ideas for instruction and assessment. Savor the freedom of change. - Suzanne M. Hall, School District 42, Maple Ridge, BC V2X8N6.

Mathematical Challenges for the Middle Grades: From the Mathematics Teacher Calendar Problems, William D. Jamski. 1991, vii + 46pp., $7.50 paper. ISBN 0-87353- 340-2. National Council of Teachers of Math- ematics, 1906 Association Dr., Reston, VA 22091.

Mathematical Challenges for the Middle Grades (a companion piece to the NCTM' s Mathematical Challenges for the Middle Grades: From the Arithmetic Teacher) is an excellent resource for teachers. This compila- tion of 1 29 entries from the "Calendar" problems section of the Mathematics Teacher is intended "to supplement regular mathematics textbook offerings for middle grade teachers and students who enjoy mathematical challenges." It is a rich source of puzzles appropriate for that level.

The problems have been organized into six categories: Numbers, Computation, "Oldies but Goodies," Offbeat and Unusual, Geometry, and Probability. (Categorization, by its nature, can be arbitrary; for example, the "Oldies but Good- ies" section includes problems that could also be included in other sections.) Each category has between twenty and thirty problems except for Probability, which has four. An answers section is included with clearly explained solutions. Each solution entry also refers to the month, year, and page of the Mathematics Teacher from which the problem was taken. - Suzanne M. Hall.

From Other Publishers

For Teachers

Books You Can Count On: Linking Math- ematics and Literature, Rachel Griffiths and Margaret Clyne. 1991, ix + 100pp., $12.50 paper. ISBN 0-435-08322-8. Heinemann Edu- cational Books, 361 Hanover St., Portsmouth, NH 03801-3959.

Books You Can Count On presents a range of books and poems that can be used in a classroom to teach mathematics. Each of the selections includes a synopsis of the story, suggested math- ematical focuses, activities, extension ideas, as- sessment suggestions, and recommendations for further reading. Each selection also suggests the length of each session and gives a level for the mathematical concepts explored (i.e., lower, middle, or upper primary). This is an Australian publication and, therefore, the term "primary" is comparable to grades K-7 in the United States. Each level is defined for appropriate ages of students.

The book also contains some background information for teachers on the benefits of using literature in mathematics as well as giving prac- tical ideas for classroom organization and stu- dent assessment and evaluation. An overview chart at the beginning of the book is a quick reference for teachers to locate books according to title, level, or mathematical topic. An addi- tional reference list gives titles for the teacher who wishes to pursue further this approach to teaching mathematics.

SEPTEMBER 1993 45

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