The article describes curriculum development of a course for college students of lower ability and potentially lower motivation. The discussion addresses content, sequencing, and assessment. (PK)

The author calls for teachers to seek changes in the content of school mathematics curriculum which will reflect the growing diversity of mathematical application. Two examples of such application which can be described by simple mathematics and involving easy manipulation are given. (MN)

An interview with Geoffrey Matthews touches upon his involvement with Contemporary School Mathematics Series, Concepts in Secondary Mathematics and Science Project, Early Mathematical Experiences, and the Mathematical Association. (MN)

The development and implementation of the Midland Mathematical Experiment, a curriculum project for the secondary school level, is described. (DT)

A brief overview is given of a research project funded to investigate the cause and cure of errors in ratio and proportion, algebra, and fractions. Choosing pertinent information, interviewing students, listing significant features, developing lessons, and testing the materials are considered. (MNS)

Three sets of instructional materials are discussed. They are: "Mathematics for Schools"; "Nuffield Maths 5-11"; and "SMP7-13." (MK)

Dr. Varga's description of the beginning of the Hungarian Project (primary mathematics) is recorded along with two examples of assignments to generate exploration and discussion involving probability. (MN)

Illustrates how one mathematics department has added courses to widen pupils' views of mathematics and to improve their problem-solving ability. (PK)

Reports on the findings of the Algorithms working group at the Ware, England, conference. Examines methods of introducing the algorithmic approach to mathematics via computer programing and using problems arising from content areas. Considers programing language and presents support for programming in mathematics curricula. (JM)

Continues a report on the British Schools Mathematics Project and includes the Project's recommendations for children in Middle Schools (ages 8-13). (MM)

The author considers the possibility of developing a more general applied mathematics which would be based on the ways in which all sciences use mathematics for measuring and describing natural and social phenomena. (Author/MN)

A brief historical analysis of the basic standards and problems of elementary school mathematics since the early 1960's is given. (MN)

Describes the history and the rationale behind the Structured Sixth Form Scheme, the national secondary school mathematics education program in England, generated by the Mathematics in Education and Industry (MEI) School Project. Discusses the grading system, the implementation schedule, and the advantages of this program that was approved in June…

Space and shape, estimating and measuring, and number are viewed as the three strands of mathematics that come together as a child develops mathematically. Five cognitive/mathematical levels of development, labeled discrimination, order, application, operation, and estimation, are identified and discussed. (MP)

Develops a classification scheme for mathematical problem-solving activities. Presents problems generated in solid and plane geometry and fractions. (JM)