Arithmetic concept scores of pupils whose teachers were exposed to an inservice mathematics program were compared with those of pupils having nonparticipant teachers. The results appeared to be dependent upon the pupils' previous exposure to modern mathematics. (CP)

When high school mathematics grades and test scores were analyzed, findings showed that high- and middle-ability students who had a modern mathematics course in the seventh grade received significantly higher grades in Algebra I, II, III, and Geometry than did students who had a traditional seventh grade mathematics course. (DT)

Compares achievement of eighth grade ability groups using two modern and one traditional mathematics textbooks. Concludes that learning of traditional concepts was not affected by materials; modern concepts and mathematical knowledge were learned best from modern programs. (JM)

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

The history of mathematics curriculum revision since 1900 is described, the present day school mathematics situation is analyzed, and suggestions for a two-track mathematics program are given. (DT)

Sixty low-ability eighth-grade students in two intact classes were given "modern mathematics" and traditional drill treatments. Results revealed no significant differences between groups on attitudes toward mathematics or mathematics achievement. (CP)

Responding to publicity about declining computation scores on standardized tests, the author conducted a study comparing October with May testing and timed with untimed tests. He concluded that students today are able to compute but do so more slowly than earlier students and earn higher scores on applications and concepts. (SD)