Moving with Math, Level A, Numeration: Addition and Subtraction; Fractions, Geometry, andMeasurement; Level B, Numeration, Addition, and Subtraction; Multiplication and Division;Fractions, Geometry, and Measurement; Level C, Numeration and Operations with WholeNumbers; Fractions, Decimals, and Percent; Geometry, Measurement, and Problem Solving byCaryl Kelly PiersonReview by: Edward D. BrownThe Arithmetic Teacher, Vol. 33, No. 9 (May 1986), p. 54Published by: National Council of Teachers of MathematicsStable URL: http://www.jstor.org/stable/41192929 .

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Frenzy and Flip Flop. Apply II family, 48K. 1982, $34.95. Milliken Publishing Co., 1100 Research Blvd., P.O. Box 21579, St. Louis, MO 63132-0579.

Frenzy and Flip Flop are two elementary-level mathematics programs on the same disk. Frenzy provides drill in subtraction and division basic facts, whereas Flip Flop gives students practice in recognizing slides, flips, and turns.

In Frenzy, students choose one of two oper- ations, subtraction or division, and one of two difficulty levels, easy or hard. If they correctly answer twenty basic facts within the time limit, they are rewarded with the opportunity to play a simple arcade-type game. A student who misses a question keeps trying until the answer is right but risks losing the opportunity to play the bonus game.

Students will find the bonus game slow and difficult to control in comparison to fast-paced arcade games. The initials of the top five scor- ers are saved for future display, but these scores represent skill in playing the arcade game rather than skill in answering the mathe- matical questions.

In Flip Flop, students are shown two irregu- lar shapes with low-resolution graphics and are asked what is required to move one of these shapes to coincide with the other: a slide, flip, turn, or none of these. An incorrect response results in a buzz and two lines of the word no, but no other feedback is given.

This program could be improved in several ways: (1) providing visual feedback for each question by moving one shape to coincide with another (slides) or by showing the line of sym- metry (flips) or the center of rotation (turns); (2) using high-resolution rather than low-resolution shapes; (3) adding another level of difficulty that involves composite transformations. Also, since two shapes are not considered to coincide unless their colors coincide point by point, students may become confused that color is a relevant part of the definition of congruence.

In summary, both programs are disappoint- ing. If students need practice in basic facts or transformations, better-designed programs are on the market. - Sandra Turner.

Etcetera Edited by Carol Novillis Larson University of Arizona Tucson, AZ 85721

Moving with Math, Level A, Numer- ation: Addition and Subtraction; Fractions, Geometry, and Measure- ment; Level B, Numeration, Addi- tion, and Subtraction; Multiplica- tion and Division; Fractions, Geometry, and Measurement; Level C, Numeration and Operations with Whole Numbers; Fractions, Deci- mals, and Percent; Geometry, Mea- surement, and Problem Solving.

Caryl Kelly Pier son. 1984, minimum order 5 of any one book at $3.95 ea. (Level C, Fractions, Decimals, and Percent, $4.95). Math Teachers Press, P.O. Box 1191, Minneapolis, MN 55440.

These materials consist of three workbooks at each of three achievement levels. The content presented is numeration, operations, fractions, geometry, problem solving, and measurement. At each level, appropriate content from these topics is divided into three sections for the three workbooks.

The workbooks are part of a larger series of materials that attempt to integrate manipulative and problem-solving components with learning objectives. They are typical of all materials of this nature in that they cannot provide activities based on concrete materials through the use of the printed page. Workbooks can be used to provide drill material on facts and other skills, but they are inadequate when used to develop beginning concepts.

The materials make good use of semiabstract activities through their presentation of pictures of counting blocks, attribute blocks, and other materials. The number line is used effectively in the work with operations.

The problem-solving activities are virtually all built around written "story" problems. Chil- dren are urged to develop strategies that apply only to the solution of written problems.

In general, the materials could be valuable as a supplement to a mathematics program built around discovery and manipulation of the phys- ical world. The lack of a teacher's manual

would be a real handicap if an attempt were made to use the materials as a complete pro- gram. Without additional suggestions and guid- ance, the materials alone would not provide sufficient worthwhile opportunities for children to develop mathematical concepts indepen- dently. - Edward D. Brown, University of Ari- zona, Tucson, AZ 85721.

Skip Counting: Number Songs with ClaSS. Saffan Andolsun and Janet Graham. Phonograph record, 1984, $10. Skip Counting, 8653 Inyo PL, Manas sas Park, VA 22111.

Skip Counting is a stereo album that contains twelve skip-counting songs - one for each num- ber from 2 to 12 and one about the fun of skip counting. The lyrics reinforce the relationship of skip counting, repeated addition, and multi- plication. The original music and lyrics, written and performed by Andolsun and Graham, are in the tradition of American folk music. Andolsun does most of the singing, often accompanied by a chorus of his second-grade class. His voice is reminiscent ofthat of Arlo Guthrie. The instru- ments are a pleasant blend of acoustic guitar, violin, banjo, and electric bass.

The twelve songs have a wide variety of lyrics and melodies. Some songs are mainly counting sequences ("Something 'bout the Number Four" and "3-6-9"); others involve counting equivalent sets of animals, such as

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