Professional Development of Teachers of Mathematics: A Hand-book by Ross TaylorReview by: A. Dean HendricksonThe Arithmetic Teacher, Vol. 34, No. 4 (December 1986), p. 39Published by: National Council of Teachers of MathematicsStable URL: http://www.jstor.org/stable/41193049 .

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est. Problems are inappropriately posed to stu- dents in Pascallike syntax; for example, X : = 1 + 2.

Making even one student disk is a long proc- ess; few teachers would have time (or the disks?) to construct a set of disks for the class. The documentation is extensive. However, some sections are convoluted and ungrammati- cal (as are some sections of the computer program). Again, Pascal syntax obfuscates the reporting of skill levels. The references to disk files ("Nsrec" and "Nsbak") and to the record- ing of dates as the number of days since 1 January 1920 are equally unnecessary. Neither of two teachers, one computer-naive, the other more experienced, could get the system oper- ating in thirty minutes.

Although the author has spent considerable time working on this program (about 1250 hours, according to the documentation), this package cannot be recommended in its present form. - Douglas Clements.

New Books For Pupils

Games Magazine Big Book of Games. Edited by Ronnie Shushan. 1984, 192 pp., $9.95. ISBN 0-89480-806-0. Workman Pub- lishing Co., 1 West 39th St., New York, NY 10018.

This compilation is a challenging and amusing collection of puzzles and pastimes.

The section of mathematical logic games and observation puzzles offers brainteasers that will stimulate visual thinking; visual perception is strengthened through such activities as Star Struck and the Patchwork Puzzle.

Solving the collection of Martin Gardner's Brainteasers, an all-time favorite of mathemat- ics teachers, also requires a variety of strate- gies.

The puzzles are rated from "Smooth Sail- ing," "Uphill Climb," "Rough Terrain," and "Proceed at Your Own Risk" to "Variable Conditions," which facilitates their use in class- rooms with a wide range of student abilities. The activities would be of interest to middle school students through adults.

Although many word puzzles, science trivia games, and virtually all walks of life are repre- sented in the activities, mathematics and logical thinking play a prominent role in the provoking and challenging amusements in the book.

The book will serve as an excellent resource for puzzle-type problems and recreational mathematics. - Jane Martin, Rockwood School District, Eureka, MO 63025.

Edited by A. Dean Hendrickson University of Minnesota, Duluth Duluth, MN 55812

December 1986

For Teachers

From NCTM 20-percent discount on all NCTM publications for individual NCTM members

Professional Development of Teachers of Mathematics: A Hand- book. Ross Taylor, ed. Prepared jointly by the National Council of Teachers of Mathemat- ics and the National Council of Supervisors of Mathematics. 1986, 66 pp., $7.50. NCTM, 1906 Association Dr., Reston, VA 22091.

This small handbook is an update and refocus- ing of the previously published NCTM offerings In-Service Handbook for Mathematics Educa- tion (1977) and Professional Development Pro- grams for Teachers of Mathematics (1985 posi- tion paper). The new book contains the goals for staff development, results of recent research on staff development, characteristics of effec- tive staff-development programs, and a compi- lation of the key issues facing mathematics teachers.

The guidelines suggested for effective staff development are grouped under four headings: "Building Support and Commitment," "Plan- ning the Program," "Choosing a Format Imple- menting the Program," and "Evaluating the Program." These guidelines are replete with specific examples and suggestions. The last section concerns resources for staff develop- ment: courses, workshops, centers, individu-

als, libraries, conferences, newsletters, jour- nals, professional organizations, business and industry, publishers, the community, and me- dia.

The appendixes include reprints of position statements, checklists, guidelines for speakers, evaluation forms, and similar materials helpful to staff-development planners and implement- ers.

From Other Publishers

Language across the Curriculum in the Elementary Grades. Christopher Thaiss. 1986, 71 pp., $7.80. National Council of Teachers of English, 1111 Kenyon Rd., Urbana, IL 61801.

Chapter 3 of this booklet is "You Ought to Get a Book and Do Some Research, Too: Learning through Language in Math and Science." A lesson in a third-grade classroom is described. The children are told they have a million dollars to spend on ten things - they are asked to name ten things they can buy that cost a million dollars, no more, no less.

Such a problem moves away from drill; em- phasizes "talk" about numbers; requires induc- tive thinking, data gathering, and organizing; and involves children in a variety of sources requiring higher-level reading skills, all of which is fine.

The only question about this activity is

---NCTM ORDER FORM . Educational Materials • Stock # • Quantity • Unit Price • Total Price

$ $ $ $ $ $ 20% Discount: Individual members, bookstores, or quantity orders for 10 or more SUBTOTAL $ copies of a single title shipped to one address. Prices subject to change without notice. Virginia residents add 4% sales tax. Billed orders will include shipping Less 20% $ and handling charges.

MEMBERSHIP dues support the development, coordination and delivery of NCTM services, including $13 for each ARITHMETIC TEACHER and MATHEMATICS TEACHER subscription and $2 for five issues of the NCTM News Bulletin

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* ^ * Additional AT copies for institutions mailed to the same address S13/0RDER/YEAR. * ^

D Mathematics Teecher (MT) • 9 issues, September-May, for secondary school and

two-year college mathematics teachers, and teacher educators. Individuals $35; Institutions $40. $

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Full-time student dues are 1/z regular membership dues. For mailing outside the U.S., add $5 for the first AT or MT per membership and $2.50 for each additional AT or MT.

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39

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