Examples selected illustrate the two-way nature of links between mathematics and geography. Discussion and cooperation are viewed as needed between various teachers in school to ensure that pupils appreciate that different subjects are not completely isolated from one another but that knowledge can have applications in several areas. (Author/MP)

An experiment in which slow learners were successfully taught mathematical concepts by audiotape is described. Suggestions for further investigation are offered. (SD)

The use of work cards for individualized instruction, the need for organization of materials, the noise level of the classroom, the problems involved in providing individual attention and in selecting appropriate level of tasks for each student, and evaluation techniques all are discussed. (DT)

Described is a method of teaching mathematics using workcards. Detailed descriptions of materials used and of classroom organization are included. (MP)

The Secondary Mathematics Individualized Learning Experiment (SMILE) is described. A sample teacher record sheet and a student activity sheet are displayed. (SD)

An individualized instruction program in mathematics for elementary school students is described. Classroom organization, the role of the teacher, administrative organization, and instructional materials are discussed. (DT)

The lesson details an approach to teaching positive and negative numbers which uses number pairs and generates inverses that initially avoid any mention or use of negative signs. The material moves pupils from development of key concepts to the use of more standardized notation for number operations. (MP)

The Weight Problem of Bachet de Meziriac is described, which looks for four integral weights to measure every amount between one and forty kilograms. Discussed are generalizations of the problem and analogous problems, solutions of particular cases, and a solution of the general problem. (MP)

This individualized program has as its main components homework sheets, mastery tests, and progress sheets. (MP)

This update of information on guidelines for elementary school mathematics programs produced by English schools provides a categorized list including date, age range, format, type and coverage, comments, and intended use. (MNS)

Problems in constructing and revising mathematical workcards are discussed, with four sample workcards included. The Fife Mathematics Project, incorporating workcards and other instructional techniques, is described. (DT)

Examined is the nature of curriculum/teaching guidelines produced by Local Education Authorities (LEA's) in England. The bulk of the material is presented in table form and covers the LEA in question, data created, pupil age-range covered, format, and codes and notations which give an idea of features. (MP)

The adoption of the School Mathematics Project (SMP) materials by Botswana, Lesotho, and Swaziland is described. Some of the materials, especially work cards, have been modified for African use, and the countries intend to continue use of this program. (SD)