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  • Corrections: Problem Solving: Tips For Teachers; Problem Solving: Tips For Teachers; ProblemSolving: Tips For Teachers; Readers' DialogueSource: The Arithmetic Teacher, Vol. 33, No. 1 (September 1985), p. 15Published by: National Council of Teachers of MathematicsStable URL: .Accessed: 14/06/2014 06:07

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  • on the overall planning of their city. See figure 3.

    After all cities were introduced, the students went from city to city sur- veying their peers' handiwork and imagination. We voted by secret bal- lot for the first- and second-place cit- ies. They would be displayed in a showcase for all the school to see. Then we discussed the hardships en- countered in group work; specific dif- ficulties in planning, designing, and building; and the overall lessons learned through this project.

    1 feel that by doing this project the students developed a keener eye for geometry in their worlds as well as a sense of belonging in a small group working toward a common goal. Per- haps far more important than the scholastic (history and mathematics) lessons were the group-interaction skills learned - listening, cooperating, and sharing - for these are paramount to becoming citizens in the global community. My goals for this unit were met.

    "Let no one destitute of geometry enter my doors." I propose a slight modification of Plato's inscription as a motto for all elementary school teach-

    ers: "Let no one destitute of geome- try leave my doors."

    Bibliography Hosken. Fran P. The Language of Cities. New

    York: Macmillan Co.. 1968. Ibe. Milagros D. "Mathematics and Art from

    One Shape." Arithmetic Teacher 18 (March 1971): 183-84.

    Jacobs, Harold R. Mathematics - a Human /://- deavor. San Francisco: W. H. Freeman & Co.. 1970.

    National Council of -Teachers of Mathematics. Historical Topics for the Mathematics Class- room. Thirty-first Yearbook. Washington. D.C.: The Council. 1969.

    Wenninger. Magnus J. Polyhedron Models for the Classroom. Reston. Va.: National Coun- cil of Teachers of Mathematics. 1979. m

    Fig. 3 A finished city

    - QoCKtaO' Dialogue

    (Continued from page 6)


    We appreciate the careful and complete re- view of our product. Decimals, in the May 1985 issue of the Arithmetic Teacher. We would like to suggest one correction and one addition. The running time of twenty to thirty minutes is for each program (16), not each dis- kette (4).

    The review points out that in the elementary school grades, the program is for able stu- dents, and it cites material that is outside the standard elementary and junior high school curricula, but it does not draw the conclusion that this series contains excellent enrichment material for capable fifth and sixth graders. We believe that this is one of its outstanding applications.

    Joanne Ben ton Quality Educational Designs, Inc. P.O.B. I2486 Portland, OR 97212

    Product update

    The review of The Factory: Strategies in Problem Solving (April 1985) should have in- cluded the information that the material was available for a I6K Atari 400 or 800 with disk drive along with the Apple (48K), Acorn, Commodore 64, IBM PC and PCJr, and TRS- 80 Color. In that same issue, note that The Pond: Strategies in Problem Solving is avail- able for the Apple (48K), Commodore 64, and IBM PC and PCjr.

    The bottom of the first column on page 14 in the May 1985 "Problem Solving: Tips for Teachers" should have included the following text prior to the last three lines:

    Look for two quantities that are equal, and write in words.

    distance (home to park) = distance (park to home)

    In Robert Spieler's letter "Greetings," May 1985, p. 2, the text should have read, in part:

    91 9! a = 91 = -1- 9! = 36 2!(9 - 2)!