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)

This is the first of a two-part paper; the conclusion appears in volume 27, number 3 (SE 506 350). (JM)

An overview of classical mathematics and of modern mathematics is given, with implications noted for secondary school curriculum and instruction. (DT)

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)

The effect of different secondary school mathematics syllabi on first-year performance in college-level mathematics was studied in an attempt to evaluate the syllabus change. Students with a modern mathematics background performed sigficantly better on most first-year units. A topic-by-topic analysis of results is included. (DT)

Answers to questions which were asked after the author's various lectures in Australia are gathered here. Topics touched upon include "new" mathematics, unknown constants and free variables, propositional functions, linear algebra, arithmetic and geometry, and student assessment. (MN)

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)

Arguing for a mathematics curriculum based on pure mathematics, the author suggests that applications be used for motivational purposes. (SD)

A brief overview of the history of elementary and secondary mathematics education in England is given; the topics of sets, vector spaces, computers, statistics, and geometry in the modern mathematics curriculum are discussed. (DT)

The author investigates the meaning of the ambiguous term "new math" in the light of past developments in teaching theories, media, and content. (MN)

In this speech, given at an Australian in-service teachers conference, the author discusses the current controversy over mathematics curriculum and makes several specific suggestions. (SD)