Goals and objectives underlying mathematics instruction are discussed. (DT)

Reported are three studies which have been completed since the inception of a collaboration between the Inglewood Schools and UICSM. These include a comparison by a matched-pairs design, a total group comparison in which covariance analysis provided statistical control, and an item analysis of the tests which obtained difficulty indices for the…

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)

The author shows that the set of all sequences in which each term is the sum of the two previous terms forms a vector space of dimension two. He uses this result to obtain the formula for the Fibonacci sequence and applies the same technique to other linear recursive relations. (MM)

The author suggests that a close analysis of existing calculus courses indicates that some of the material can be explained much more clearly by using some of the language of set theory. He gives examples showing that many of the pedagogical problems arising in calculus can be overcome by using a graphical approach. (FL)

In this 1967 booklet, influences of technology, the non-achiever and the culturally disadvantaged, and the revolt against formalism are discussed in relation to the modern mathematics curriculum. Some projects and school programs described include PLATO, the Nuffield Project, the Nova School Program, Advanced Placement Program, and teacher…

A series of probing questions one might use as guidelines to curriculum evaluation. (MM)

Demonstrated are binary operations on whole numbers which are commutative but not associative, or associative but not cummutative. Also presented are sets of numbers within which the Unique Factorization Theorem does not hold true. (JP)

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