The author concludes that the teacher and the spirit in which he teaches are more important than distinctions between traditional and new (or modern) mathematics. (JLH)

This paper, the author's introductory remarks at a British conference concerning Modern Mathematics and the Teaching of Science, describes the contrasting objectives of students, mathematicians, and scientists with respect to the mathematics curriculum. (SD)

This paper, prepared for a British conference on Modern Mathematics and the Teaching of Science, explores the problem of the relationships between mathematics and science curricula. Four hypotheses concerning the cause of "worsening" of the problem are posed. (SD)

Mathematical processes involve both rigorous logical thinking and creativity. The difficulty with the new math seems to lie with its apparent reliance on logic alone. It is important to stress intuition and guessing as well as deduction in order to make mathematics better understood. (SD)