Why calculus is taught in secondary schools is discussed, as well as how "modern mathematics" affected calculus, is calculus so difficult, and how calculus should be taught. (MNS)

The author argues that the idea of canonical elements provides a coherent relationship between equivalence relations, the basis of modern approaches to too many mathematical topics, and the traditional aspect of computation. Examples of equivalent relations, canonical elements, and their calculations are given. (MK)

The transition to modern mathematics in the schools is described, and future changes are predicted. Problems which could develop with the current trends toward use of computers, calculators, multiple choice examinations, and new teaching materials are noted. (SD)

This article discusses the problem of a modern or revised curriculum without a corresponding change in teaching methods and teacher confidence in being able to implement the new programs. Inservice courses, largely directed by the teachers themselves, are discussed as aid in lessening the problem. (LS)

The development and implementation of the Midland Mathematical Experiment, a curriculum project for the secondary school level, is described. (DT)

While group theory is an important part of mathematics, it should not be taught before college. The problems which led to its historical development are too difficult for the schools, and the use of simple problems invites misconceptions. There are very few easily stated physical applications. (SD)

A description of the Shropshire Mathematics Experiment, discussing the philosophy, goals, content, and implementation of a program in modern mathematics for the secondary school level. (DT)

The scope and planned publications concerning a critical review of the past ten years of change in the school mathematics programs are outlined. Background material, resource materials, and reviews of books and syllabus will be included. Classroom teachers will have a major part in the survey. (LS)

The author argues that the School Mathematics Project in England, although not perfect, was an improvement over previous curricular approaches. Curriculum reform should be a continuing endeavor. (SD)

Current issues in mathematics education are discussed. Seven areas of concern are identified. (DT)

As a participant in an international student exchange program, the author visited elementary schools in Hungary. Her observations of the approach to mathematics instruction in several schools are provided. (SD)