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Teaching Elementary School Mathematics, 4th ed. by C. Alan Riedesel Review by: Patricia F. Campbell The Arithmetic Teacher, Vol. 33, No. 8 (April 1986), p. 49 Published by: National Council of Teachers of Mathematics Stable URL: http://www.jstor.org/stable/41194180 . Accessed: 15/06/2014 16:24 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. . National Council of Teachers of Mathematics is collaborating with JSTOR to digitize, preserve and extend access to The Arithmetic Teacher. http://www.jstor.org This content downloaded from 91.229.248.154 on Sun, 15 Jun 2014 16:24:57 PM All use subject to JSTOR Terms and Conditions

Teaching Elementary School Mathematics, 4th ed.by C. Alan Riedesel

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Teaching Elementary School Mathematics, 4th ed. by C. Alan RiedeselReview by: Patricia F. CampbellThe Arithmetic Teacher, Vol. 33, No. 8 (April 1986), p. 49Published by: National Council of Teachers of MathematicsStable URL: http://www.jstor.org/stable/41194180 .

Accessed: 15/06/2014 16:24

Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .http://www.jstor.org/page/info/about/policies/terms.jsp

.JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range ofcontent in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new formsof scholarship. For more information about JSTOR, please contact [email protected].

.

National Council of Teachers of Mathematics is collaborating with JSTOR to digitize, preserve and extendaccess to The Arithmetic Teacher.

http://www.jstor.org

This content downloaded from 91.229.248.154 on Sun, 15 Jun 2014 16:24:57 PMAll use subject to JSTOR Terms and Conditions

BASIC. Instruction in Logo extends beyond turtle graphics with Apple Tool Kit applica- tions, text manipulation, and problem-solving activities. BASIC programming is also intro- duced through both low- and high-resolution graphics, but is extended to include skills nec- essary for developing (and as lagniappe, evalu- ating) simple instructional programs. In short, the interests of both teachers and students are taken into account in introductory program- ming.

The last half of the text focuses on the use of computers in the schools - as instructional tools, in both computer-assisted and computer- managed instruction, and for strengthening vi- sual literacy. None of the subjects are glossed over but rather are presented with multiple models of available software and in-depth rationales for using the computers. Again the dual focus of learning to use the computer as adults and then modifying our skills for teaching children is maintained throughout this section.

Other bonuses are offered. The chapters on generic software evaluation do not emphasize one curricular area over another but rather speak to teachers working at all levels; the appendixes on the use of the Apple as well as the Logo and BASIC editors put valuable ref- erences in one handy place; and the extensive index and glossary truly underscore this text as a future reference. A teacher's guide and com- panion diskette are also available.

In their preface the authors describe this new volume as "a comprehensive computer educa- tion textbook that gives educators - preservice or in-service - a solid foundation for any future study in the area." Living up to this claim, the text beautifully meshes hands-on activities with a solid philosophical base; it is not a cookbook nor a collection of pilot programs nor a string of quick-fix activities. It should serve teachers well, not only as a fine first text but also as a valuable reference tool. - Betty Carter, Univer- sity of Houston- University Park, Houston, TX 77004.

Teaching Elementary School Math- ematics, 4th ed. C. Alan Riedesel. ¡985, 353 pp., $26.95. ISBN 0-13-892621-2. Prentice-Hall, Englewood Cliffs, NJ 07632.

The fourth edition of this elementary methods textbook is similar to the third edition. Major changes include the addition of a chapter on microcomputers and calculators, expansion of the chapter on problem solving, and deletion of the chapters on evaluation and instructional settings. With the exception of three sections on basic skills, types of lessons, and effective teaching, the third edition's chapter on princi- ples of teaching, learning, and organizing for teaching has been deleted. The topics of ratio, proportion, probability, and statistics are now combined in one chapter. As noted in the preface, reproductions of pages from the teach- er's editions of representative elementary school mathematics textbooks are now in- cluded. The preface also refers to the text's emphasis on place value. With the exception of two new paragraphs and an accompanying illus- trative textbook lesson in the early childhood

April 1986

chapter, the topic of place value receives the same coverage as in the third edition.

The chapter on problem solving now includes a description of Kantowski's four levels of problem-solving development, as well as sec- tions on Polya's heuristics and suggestions from research regarding the teaching of problem solving. In addition to an entire chapter about the use of the microcomputer in mathematics instruction, sections on the microcomputer as an instructional adjunct are included in the chapters on problem solving, addition, multipli- cation, and geometry (including the use of Logo). The discussion of hand-held calculators is minimal, consisting of only one page. The illustrative pages from elementary school math- ematics textbooks provide sample games for subtraction and approximation, as well as sam- ple exercises involving estimation and statis- tics. Further additions include discussions of the use of bulletin boards and games, the role of fractions after 1985, and the content of a typical elementary mathematics curriculum as pre- sented in a scope-and-sequence chart.

The section on sets as well as the section on percents greater than 100 or less than 1 have been deleted, as has a sample interdisciplinary problem from the Unified Science and Mathe- matics for Elementary Schools curriculum. Un- fortunately, the tasteless comic strip that "in jest" characterizes pinching a meter maid as being an attempt to become familiar with the metric system has not been deleted. Rather it has simply been moved to a different section in the chapter on measurement. Inclusion of such an item is reprehensible, as it communicates a sexist view that is repugnant and clearly inadmissable for a professional text. When compared to this error in judgment, the typo- graphical error on page 253, which equates .534 with 554/1000 seems immaterial.

A more serious typesetting error occurs on page 109. In the review section headed "Keep- ing Sharp," both the heading "Self-Test: True/False" and the response blanks for each of the true-false items are missing. The result is a listing of thirteen statements that appears to be a compilation of facts summarizing the chap- ter on computers and calculators; this is unfor- tunate because false statements are included.

This book adequately covers the traditional content of an elementary mathematics methods course. Recent accreditation standards man- date inclusion of mainstreaming and multicul- tural issues in teacher education. Although the chapter on individual differences offers an ex- cellent characterization of potential differences between students that can influence learning, minimal consideration is offered of how to provide for these needs (e.g., via diagnosis and remediation). As in most mathematics methods texts, multicultural issues are not considered. Nevertheless, the lack of discussion about eq- uity in mathematics instruction is unfortu- nate. - Patricia F. Campbell, University of Maryland, College Park, M D 20742.

(Continued on page 50)

49

To help you introduce your students to computers

Щ COMPUTER ^1 SCIENCE SJ| PRESS

has outstanding books for teachers of grades K-12

THE APPLESOFT BASIC PRIMER For the Apple™ II Plue, He, and He, Jo Lynn* Talbott Jon#s For teachen and parents of elementary school chüdren who do not know programming but wish to help their children learn about it« this book provides special teachers* sections with explanations, concepts, «mí helpful ideas» as well at progressive studem exercises. im> 0-88175-047-6, tapir, $9.95;

Gr**nfl*ld, 0-88175-048-4, $20.00.

THE COMPUTER AND THE CHILD: A Montessorl Approach, Petar G.Gebhardt-Seele This muque new bode uses a Montessori approach to help teachers and parents present basic concepts of electronic circuits and programming in LOGO or BASIC to children six years of age and older. 1986, 0-88175413-1. $19.95.

LOGOWORLDS, Rachelle S. Halter, С. DIanne Martin, and June L Wright Teachers of grades K-8 and parents will acquire the skills they need to teach children how to use LOGO simply and easily with this excellent new book. Stimulating suggestions for classroom projects are included. 1985, 0-88175- 0S1-X, paper, $19.95,

AU pricettubj«* to change without notice. State and local taxet apply. Portage and handling is $2.00 for the fint book, $1.00 lor each additional title. All orden from individuali must he prepaid. Visa and MesterCara are accepted« K*12 schools leceive a 20% discount on books»

Apple is a trademark of Apple Computer, inc.

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