Zaslavsky's "Africa Counts" will continue to be widely cherished for many years to come. Anyone haboring the old notion that Africans played no part in shaping world civlilization who is not changed by what appears in this book can only be someone with extraordinary racist tendencies. Zaslavky's book is effulgent because it demystifies mathematics without sacrificing details.

As I read this book, I noticed family members gathering around me to ask me what it was about - at every chapter! I believe that their interest in the book confirms the reason for which it was written: to address the negative attitudes associated with math in America and to determine the points of origin for them. Although I was an engineering major in college for two years before switching majors, I too could relate to the book. I became disenchanted with math during those courses but was extremely fond of it before college. This book motivated me to "revisit" the past and come to terms with it. More importantly, as a mother and a teacher-to-be, I learned NOT to pass on "myths of innate inferiority" to my child or to my future students.

While Zaslavsky may not delve into ways to teach math in interesting, applicable, non-humiliating ways, she does address examples of how this may be accomplished. For the scope of the book, it's enough. I feel that her purpose was to enlighten readers while reigniting an interest in learning math - a tall order, and noble at that! After reading Fear of Math, readers may turn to other books for more ideas. A few choices to consider are Gary Tsuruda's Putting It Together and Marilyn Burns' Math for Smarty Pants. Thanks to Zaslavsky, Tsuruda, and Burns, my former love for math has been rejuvenated.

Regardless of your math history, this book is well worth reading - either to understand why others believe they have difficulty with math or to discover for yourself why you've developed ill feelings and why it's critical not to pass these on to others. If you are a parent, an aspiring teacher, or a practicing teacher, this is a book that you must find time to read.

This is a very detailed book for ages 9 and up. It consists of games that correlate with some of today's districts standards. We have Native American patterning, Symmetry from Japan, Geometry from Kenya, Probability games from Mexico and Hawaii, and board games anywhere from China, Korea, and New Zealand.

This is a recomended book for those teacher or parents that want to make math a little more exicitng for children. Mathematics is not only about learning it from a textbook, but also from hands on experiences through games and visual aids. This books touched upon the idea that it's okay to make math fun for you and a child.

One or two games in this collection dates back about 3,300 years ago in Egyptian times. Symmetry is learned from making masks and faces from the U.S. and Native Americans. Islamic "POLYGONS" are also found in this book. You can learn to make "Hopi Flat Baskets" that dates back about 1,500 years ago when baskets were found in the ruins of Anasazi homes. These baskets show children about symmetry and design. Repeated patterns from Alaska show children that we don't only have patterns in designs but, we also have patterns in every day items all around us.

This is an excellent book that lets children view math from the fun and creative perspective. Teachers can have fun while teaching district standards and make sure that our youth isn't bored with the "textbook" syndrome as Harry Wong puts it. We need to show children that mathematics deals with every day life and that it doesn't only appear on the pages of a text every five days. Mathematics is the necessary means for survival in our complex and equative society. This books let's us step outside of the "textbook syndrome" and let children explore the "real-world" experiences.

I used this book for a research paper on the impact of multiculturalism on mathematics education, and was surprised and pleased at some of the points Zaslavsky made. An excellent resource for potential math teachers. Includes examples of mathematical games from other cultures, ideas for projects, and a list of references. Has to work hard to win over some skeptical educators that believe multiculturalism is not an issue in mathematics.