Mystery Story Problems: Mixed Multiplication and Division Facts, Multiplication and DivisionProblems, Multiplication Facts, Division Facts by David Clark YeagerReview by: Edna F. BazikThe Arithmetic Teacher, Vol. 30, No. 3 (November 1982), p. 60Published by: National Council of Teachers of MathematicsStable URL: http://www.jstor.org/stable/41190528 .

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counts, savings plans, credit, insurance, and investments beyond the classroom. It is sug- gested that students work out a complete bud- get for themselves. A list of banking terms - balance, bank statement, check register, de- posit, and service charge - should be explained to students and students should have experi- ence completing forms with a local bank and credit union. Department stores and insurance companies are also suggested as valuable re- sources for extending a student's knowledge of managing money.

Motivating situational practical problems are presented in each activity. The problem content is interesting and very appropriate for general mathematics classes. - Edna F. Bazik, Mathe- matics Department, Illinois State University, Normal, Illinois.

Mystery Story Problems: Mixed Multiplication and Division Facts, Multiplication and Division Prob- lems, Multiplication Facts, Division FaCtS. David Clark Yeager. 1981, $10.95. Creative Publications, P.O. Box 10328, Palo Alto, С А 94303.

The four books in the Mystery Story Problem Series are grouped by mathematics skills as listed above. The first three books focus on the facts 1 x 1 through 10 x 10. Problems in the fourth book are more challenging - multiplica- tion problems range in difficulty from 5 x 62 to 334 x 0.42; division problems range in difficulty from 160 - 8 to 3.30 -s- 0.33.

Each of the four workbooks contain fifteen two-page tales which are complete mysteries composed of unusual crimes and clever clues. In order to solve each mystery, students will need to use reading and mathematics skills. Each story consists of introductory dialogue in which the mystery is presented. Then, five clues give numerical information. The stories conclude with several questions. The first five questions correspond to the clues and students must use the numerical information in the story to solve these mathematical problems. Answers to these problems will reveal the answer to the last question, which is the solution to the mys- tery.

A consistent fourth-grade reading level is maintained throughout the series. Controlled vocabulary and sentence length permits stu- dents to concentrate on their understanding of the story and comprehension skills.

Each workbook is designed for individual student use. If a workbook is shared, then it is recommended that answers be recorded on a separate sheet of paper. Students can then keep their own detective notebook with their an- swers recorded in complete sentences. A solu- tion key is provided and includes the five equa- tions and the solution to each mystery.

Students with basic reading skills will enjoy the adventures of Heather Kincaid, Josh, Bull- dog, and the others as they set out to solve the mysteries of multiplication and division. The stories are written in a clever manner and would intrigue intermediate grade children. - Edna F. Bazik, Mathematics Department, Illinois State University, Normal, Illinois

New Books for Teachers Edited by Jerry A. Mclntosh Indiana University Bloomington, Indiana

Elementary Mathematical Methods, 2 d ed. Donald D. Paige, Diane Thiessen, and Margaret Wild. 1982, 413 pp., $20.95. John Wiley and Sons, Inc., One Wiley Drive, Somer- set, NJ 08873.

This book is, in truth, a methods text. Mathe- matics content is incorporated as a means of illustrating or embellishing a pedagogy associat- ed with a particular mathematical concept. Clearly, the mathematical content is a means and not an end within itself.

Based on the assumption that the reader is relatively familiar with the original publication, this review will focus on the revisions that have been incorporated in the second edition. The addenda of this revision are several in number and, in general, reflect topics which are con- temporary in their origin. The problem-solving chapter has been both revised and expanded and is particularly well written. It essentially takes the preservice teacher by the educational hand as he or she participates in the problem- solving process and simultaneously provides a "case study" of the process as it is being experienced.

Chapter two is a new chapter and is devoted to significant points that a teacher will want to consider in an effort to maximize the utilization of an elementary school mathematics text in the teaching/learning environment. These points of consideration reflect the thoughtful experience of seasoned teachers and serve as an aid in helping professionals to maintain a realistic level of expectation for a classroom text.

Other addenda, which include expansions of existing content, include measurement, learn- ing algorithms, student error patterns, and teacher resources. These embellishments up- dated the original text and are significant as to quality and quantity.

The remaining addenda are appendices de- voted to mainstreaming and the use of the computer. These appendices are of quality and reflect contemporary thought. The appendix devoted to using computers in teaching elemen- tary school mathematics is well written with some standard BASIC programs provided. Greater breadth of use of the computer and an increased expectation level of programming by both the student and the teacher would have incorporated depth to this quality methods text.

Mathematics for the Middle Grades (5-9). Linda Silvey, ed. 1982 Yearbook of the National Council of Teachers of Mathematics. 1982, vii + 256 pp., $13.75.* National Council of Teachers of Mathematics, 1906 Association Drive, Reston, VA 22091. *20% discount on all publications for individual NCTM members.

The authors of this most recent yearbook in- clude classroom teachers, supervisors, and teacher educators. The content of the many works presented is designed to supplement and reinforce activities and strategies appropriate for the middle grades. The book is organized in three main sections as follows: 1 . Critical issues in mathematics education for

students in grades 5-9. 2. A section that features articles relative to the

various learning activities including mathe- matics indoors, outdoors, in the community, and during the Roaring Twenties. The mate- rials and ideas are designed to elicit very active participation on the part of the stu- dents.

3. The last section includes a discussion of games, contests, and student presentations that are rich in curricular ideas. The assumption that the learning of school

mathematics in the middle grades can be an invigorating adventure permeates the last two sections of this yearbook.

The articles were selected by design as a means of collectively addressing the implemen- tation of the ten basic skills that constitute the An Agenda for Action. Among these skills, the one that appears to be most central throughout the work is that of problem solving.

This reviewer found the book to be an excel- lent source book for elementary teachers of school mathematics. Although many of the con- tent areas are more advanced than they should be for elementary school instruction, many of them are quite adaptable and usable. The book would provide teachers of elementary school mathematics with a good acquaintance with some of the contemporary topics that have strong content and curricular implications at the junior high level.

Etcetera Edited by Roslynn Seidenstein Illinois State University Normal, Illinois

BASIC: An Introduction to Comput- er Programming. 160 slides, 2 cassettes, teacher's guide. The Center for Humanities, Inc., Communications Park, Box 1000, Mount Kisco, NY 10549.

This material is a slide carousel presentation (cassette tapes and album are provided) that attempts to introduce the novice to computer programming. The stated objectives of the pro- gram are to (1) teach students the fundamental vocabulary and grammar of the BASIC lan- guage; (2) make students aware of the potential applications of a computer programming lan- guage; (3) help students master a step-by-step strategy by which they can organize elements of a practical problem into a concise computer program.

60 Arithmetic Teacher

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