The annual report of the President of the National Council of Teachers of Mathematics is presented. After discussing Orwell's implications, he describes the current status of mathematics education and suggests what mathematics teachers need to do to improve instruction. (MNS)

The continuing need to go metric is discussed. Impetus, however, comes from the state and local level, rather than nationally. (MNS)

A plea is made for the mathematics education community to support the need for elementary school mathematics specialists. Roles of such specialists in primary as well as intermediate grades are listed. (MNS)

This report of a March 1984 conference presents recommendations on technology and curriculum at the elementary, middle school, and secondary school levels; instruction; and mathematics teacher education. (MNS)

Preservice elementary teachers need to be introduced to computer use first and then applications should be integrated across the curriculum. A program of computer education for elementary school teachers and computer specialists is presented. (MNS)

Outlines the "Project Hands-on Math" developed in Georgia. Describes the five objectives, developmental phases, implementation, and evaluation of the project. Lists concrete manipulative materials used in this project. (YP)

Subsequent to commentary that the most feasible locus for curricular change and instructional reform is the individual school, four models for change that implement the NCTM's Curriculum and Evaluation Standards are presented. These models are not offered as panaceas but rather as examples of efforts currently being utilized which may involve…

The chair of the National Council of Teachers of Mathematics Commission responds to a set of questions relative to their standards. (PK)

Provides a rationale and overview of the content of the working draft of the Curriculum and Evaluation Standards for School Mathematics, developed by the National Council of Teachers of Matematics. (PK)