A response to recent criticisms of new mathematics programs in the elementary schools. Attempts to clarify some of the goals and methods of these programs. (BD)

The current approach to mathematics instruction in the elementary schools combines elements of the new math with the traditional emphasis on computational skills. (IRT)

The child as a learning organism, the goal of elementary school mathematics, modern mathematics, and improvement of mathematics education are discussed. (DT)

THE CURRICULUM CONSISTS OF FOUR MAJOR TOPICS--EQUATIONS, FUNCTIONS, GRAPHING, AND SIGNED NUMBERS. EACH TOPIC CAN BE INITIATED INDEPENDENTLY AND BUILT CUMULATIVELY THROUGHOUT THE ELEMENTARY SCHOOL GRADES. THE TOPICS ARE DEVELOPED LARGELY THROUGH GAMES AND/OR LESSONS DESIGNED TO HELP PUPILS DISCOVER "SECRET" PATTERNS OR DEVELOP TENTATIVE…

Describes why a traditional arithmetic curriculum is no longer appropriate. Also presents the rationale behind some of the newer methods of mathematics instruction in the elementary schools. (BD)

Describes methods for explaining advances in mathematics teaching to parents. Explains important points to be made, followed by examples of how the Everyday Mathematics program responds to each issue. Examples of points include Teachers as Facilitators, Subject Integration, Focus on Reasoning and Problem Solving, Emphasis on Communication, Meeting…

A grammar school arithmetic textbook published in the 1890's is described. Many elements of current "modern" mathematics programs were present in this book. (SD)

The author discusses the controversy over "new" mathematics in relation to three groups of students. Arguing that the mathematical needs of students are different from group to group, he states that the curriculum should be flexible, especially in the early grades. (SD)

The use of Cuisenaire rods to illustrate finite mathematical systems is presented. (CR)

The article describes creative ways to interest children in mathematics. (CD)

Defends new math by stating that most new math programs were never correctly implemented, that scores on the Scholastic Aptitude Tests and other aptitude tests were lower not only in math but in verbal ability as well, and that math concepts have not been learned in either new math or traditional curricula. (CS)

The author discusses the recent history of mathematics education. He argues that the curricular reforms of the 1950's and 60's are too important to discard, and that, rather than discard these programs, mathematics educators should remedy their defects. (SD)

This book-length manuscript discusses some of the developments in mathematics, psychology and educational theory which have influenced new mathematics curricula. The projects are discussed in detail: (1) the OPI Mathematics Project begun in Budapest, Hungary; (2) the Sherbrooke Project in Quebec, Canada; and (3) the New York Project in New York…