The Nuffield Project curriculum development strategy is discussed. A review is given of the most recent guides which instruct teachers in techniques for evaluating their students' cognitive growth on specific concepts. Within this context theories of development are discussed and the Nuffield Project communication with Piaget is related. (JP)

The Entebbe mathematics program is described briefly and is contrasted with the School Mathematics Project. The aims of teaching mathematics in general, and also the particular goals for mathematics teaching in developing countries, are discussed. (DT)

The history of mathematics education in New South Wales State High Schools in the late nineteenth century is outlined including the influence of the Junior and Senior Public Examinations on curriculum development. (MN)

An overview of the history of mathematics and mathematics education is briefly presented, and the impact of learning theories is described. The first-round curriculum projects in the United States, England, and Australia are mentioned; differences between views of mathematics are highlighted. Goals for teaching mathematics are discussed. (DT)

Presented is the third in a series of addresses given by Professor Matthews of the Nuffield Project to the Australian Association of Mathematics Teachers Conference in May, 1972. He reviews the changes that have occurred in mathematics education throughout Britain over the last several decades. (JP)

The steps involved in producing a course of study for students in years 11 and 12 are traced. General goals for education are discussed, and curriculum development efforts are described. Selected mathematics courses are described in detail. (DT)

Shetched are the educational developments of East Africa, particularly in Tanzania. Emphasis is on establishing a modern mathematics program for the secondary school. The modifications made on the School Mathematics Project (SMP) curriculum and the development of the Entebbe Project designed to meet African needs are described. (JP)

The open approach to teacher education at Churchlands Teachers College, Perth, Western Australia is described. (SD)

Components of a computer studies course are discussed, goals for 15 topics to be covered in a first-year course are specified, and sample evaluation items are included. (DT)

The author purports to prove that Bloom's taxonomy is not hierarchical. He argues, however, that the taxonomy can be a useful tool for planning mathematics syllabi and tests. (SD)