Problems in modern math instruction for learning disabled students include language and vocabulary, a lack of appropriate emphasis on mastery, the use of set notation in the primary grades, inadequate teacher inservice education in modern math, and the elimination of parents as teaching partners. (CL)

The author compares and contrasts the mathematics curriculum in the USSR and the United States. The Soviet mathematics curriculum is not divided into separate courses, but instead consists of a series of steps teaching the method of thinking about mathematics problems. (BW)

The published views of French mathematicians Thom and Dieudonne regarding modern mathematics programs are discussed. (SD)

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)

Presents a talk on the history of mathematics and mathematics education by comparing the new math era and the current era. Discusses the beliefs of anti-reformers and concerns at the college level. (ASK)

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)

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)

This paper asserts that the key to algebra reform is to integrate algebraic reasoning across all grades and all topics, to "algebrafy" school mathematics. The distinction is made between algebra "the institution" and algebra "the web of knowledge and skill," which is also clarified. Finally, suggestions are made as to how the educational community…

Issues raised by the NACOME report in the areas of calculators, computers, the role of women in mathematics, the role of the teacher, evaluation, and curriculum development are discussed. (DT)

Compares the origins, curricular and pedagogical content, and impact of the new math and standards-based reform movements, describing: events leading up to this new math era and characteristics of representative curriculums; the demise of the movement; the National Council of Teachers of Mathematics' standards-based reform movement; and reactions…

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)

The recommendations of the National Advisory Board on Mathematics Education are summarized. After an 18-month study period, this board concluded that mathematics programs offered in various schools are quite diverse. Recommendations concern use of calculators, testing, and the teaching of statistics as well as other subjects. (SD)

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

The "old math" and "new math" are compared on the basis of their goals and objectives. The authors argue that revision in curriculum and in research related to mathematics education is necessary, and provide several suggestions for directing change. This journal is available by writing to: Search, State University of New York, 99 Washington…