The Mystery of the Pirate's Treasure (17 page)

The codes in this book vary in level of difficulty, so there is something for students of every ability. The codes move from a simple code wheel—a Caesar's cipher wheel—to more widely accepted “code” languages such as Morse code and semaphore.

In a mathematics classroom, the codes in this book can easily be used as motivational devices to teach problem-solving and reasoning skills. Both of these have become important elements in the curriculum at all grade levels. The emphasis throughout the book on regarding codes as
patterns
gives students a great deal of practice in one of the primary strategies of problem solving. The strategy of “Looking for a Pattern” is basic to much of mathematics. The resolving of codes demonstrates how important patterns are. These codes can lead to discussions of the logic behind why they “work” (problem solving). The teacher can then have the students create their own codes (problem
formulation) and try sending secret messages to one another, while other students try to “break the code.” Developing and resolving these new codes will require a great deal of careful reasoning on the part of the students. The class might also wish to do some practical research in statistics, to determine which letters occur most frequently in the English language. (
E
,
T, A, O
, and
N
are the five most widely used letters, and should appear most often in coded messages.)

This book may also be used in other classroom areas of study, such as social studies, with its references to the California mission system, messages hidden in rhyme, and codes employed during wartime. This book raises questions such as, “Why would semaphore be important today? Where is it still used?”

In the English classroom, spelling is approached as a “deciphering code.” The teacher may also suggest the students do some outside reading. They might read a biography of Samuel Morse or Louis Braille, or even the Sherlock Holmes mystery “The Adventure of the Dancing Men.”

This book also refers to modern texting on cell phones and computers as a form of code. Students could explain what the various “code” abbreviations they use mean today and why they are used.

—
Dr. Stephen Krulik

Dr. Stephen Krulik has a distinguished career as a professor of mathematics education. Professor emeritus at Temple University, he received the 1721 Lifetime Achievement Award from the National Council of Teachers of Mathematics
.

Thanks to Colleen Casey, Janet Finsilver, Staci McLaughlin, Ann Parker, and Carole Price for their expertise. Thanks to the Spy Museum in Washington, D.C. And a special thanks to Code Busters Club members: Avery Aplanalp, Jack Borovitz, Connor Brien, Erin Casey, Tara Casey, Sydney Closson, Isha Desai, Mikayla Freeman, Joshua Frendberg, Sequoia Hack, Melissa Hernandez, Ryan Hillary, Ty Littlefield, Courtney Lyons, Jake McLaughlin, Jodie Pike, Miranda Stewart, Lauren Strong, and Shaun Woods.