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)

Three short essays provide teaching suggestions for lessons on base two, order of operations, and ratios used to motivate a number of mathematical ideas. (MK)

Recommendations and assessment procedures are provided to help decision-makers choose the best metric materials available. (JT)

Graphs are viewed as extremely useful tools in communication, which enable readers to see at a glance facts that might take several paragraphs to describe adequately. An ability to read graphs critically is seen to be an important objective for any elementary curriculum, and ways to introduce them are presented. (Author/MP)

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)

This study was implemented to test the relative effectiveness of two subtraction procedures (decomposition and equal addends) with respect to accuracy in solving subtraction problems requiring regrouping. Results favor the decomposition approach. (MP)

This article is reprinted from the February 1954 issue of the "Arithmetic Teacher." It is a succinct and perceptive analysis of mathematics education for children during the first half of this century. (MNS)

This report on mathematics education in Soviet elementary schools was prepared by a writer for the Novosti Press Agency in Moscow. It notes that mathematics is taught by subject specialists beginning in grade 4 and provides details on both curriculum and instructional practices. (MNS)

Five reasons why graph work is effective are given, followed by suggestions for making bar, picto-, and line graphs. (MS)

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)

Some significant components of mathematics instruction are presented and reviewed. Good instruction is viewed as a major influence on the quality and quantity of student learning. (MP)

A general discussion of teaching the gifted is presented, a short description of work done with the mathematically gifted junior high students at Johns Hopkins University is given, and specific suggestions for teaching the gifted are outlined. (MK)

The use of developmental algorithms to develop skills is described. Children make the transition from using concrete materials to using a standard algorithm. (MNS)

The history of mental computation in the elementary school curriculum is briefly described, followed by discussion of the benefits of mental computation. How thinking skills are enhanced is then illustrated. (MNS)

Questions about teaching rational numbers are discussed, dealing with when to teach the meaning of fractions and of decimals, when and how to teach computation with fractions and with decimals, and other issues. (MNS)