Lessons the author learned from the "new math" curriculum reform era are listed. They concern curricular change rather than revision, the need to start at the elementary school level, and how to select topics, with the role of technology interwoven. (MNS)

Guidelines cover: (1) The Key Person(s); (2) Needs Assessments; (3) Long-Range Goals; (4) Information Collection; (5) Inservice Training; and (6) Implementation Model. It is suggested that once the basic commitment has been made to incorporate microcomputers in an educational program, districts must proceed with well-devised plans. Core…

The importance of supervisors and resource staff in providing an adequate instructional program in mathematics is discussed. (MK)

Teachers need to answer two questions: (1) How do computer software and activities contribute to meeting objectives? and (2) Do instructional plans take advantage of the computer's unique potential? Instructional and management uses of computers are discussed, with the teachers' role described. (MP)

Presents the computation and estimation strands of the "National Statement on Mathematics for Australian Schools." Recommends that the computational curriculum in schools reflect a more balanced time allotment among written, mental, estimating, and calculator computations. (MDH)

Computer literacy is defined as the ability to utilize capabilities of computers intelligently. Specific skills and characteristics necessary for computer literate pupils are listed. The importance of computer literacy, a curriculum, and evaluation are discussed. (MP)

A framework for a computer literacy module is detailed, through a description of one that has evolved in schools in Fairport, New York. It is noted that the availability of computer-literacy instructional materials is increasing substantially, but a specific curriculum is sorely lacking. (MP)