Changes in the elementary school mathematics curriculum and instruction due to technological advances with calculators and computers are hypothesized. It is suggested that the secondary school curriculum will catch up in another decade. (MNS)

The rationale for proposed changes in school mathematics programs is discussed. Four significant factors which have contributed to the mechanical way in which students currently do mathematics are listed, with comments on why change is essential. (MNS)

Questioned is a method of having students tap reference points on numerals to count out sums, differences, and products. How the method works, educators' reactions, and problems noted in interviews with children are discussed. (MNS)

Reasons for using manipulative materials in mathematics instruction are discussed: motivation, stimulation to think mathematically, and introduction of big ideas in mathematics. (MNS)

When the words "problem" and "answers" are used in connection with computational exercises, students think they are solving problems. Distinguishing between computational forms and problems is illustrated with a variety of topics. (MNS)

Work with microcomputers should be included in the preservice teacher education program. Broadening students' horizons by making them aware of the scope and diversity of worthwhile uses of computers, questions to help them become discriminating, and modeling positive attitudes are each discussed. (MNS)

The importance of understanding is stressed. Understanding the task is as vital as knowing the basic meaning. (MNS)

Concerns about how mathematics should be taught are discussed. Considered are operational and conceptual domains of thought, with many explicit examples. Educational implications, with premises, are noted, and an alternative is described. (MNS)

The quality of teaching at the elementary school level is described, and three suggestions for improvement are given. (MNS)

Incorporating problem solving as an integral part of mathematics programs in the classroom is discussed. The teacher's focus is seen as stretching pupil thinking. (MP)

Establishing and maintaining the desirable kind of balance between meaning and computational competence is the subject of this reprint from a 1956 issue of the journal. Sources of the dilemma and suggestions for solution are discussed. (MNS)

Every student at every level is seen to learn mathematics individually and personally, putting an individual stamp on each incoming perception. (MP)

Since problem solving is recommended as the focus of school mathematics, it should be given emphasis in programs for teacher preparation. A course should focus on strategies for solving problems, rather than simply using problem-solving techniques as other content is studied. (MNS)

Games are promoted as useful tools that can become an integral part of the mathematics curriculum. Advantages to students and teachers are noted. Guidelines for the construction of games are provided and ways of incorporating games into a mathematics program are discussed. Active child involvement is seen as fundamental. (MP)

Teachers are encouraged to use the results of assessments to plan specific educational programs. Information is provided about the nature of diagnostic testing, with both content and process error analysis discussed. The nature of prescriptive teaching is detailed to show how to devise remediate activities after student problems are analyzed. (MP)