The impact of the NACOME report for curriculum design is examined. The logical approach vs. the intuitive approach for teaching mathematics is discussed and recommendations for further curriculum reform are made. (DT)

Author suggests that new'' or modern'' mathematics never had a valid reason for existing and recommends reform of traditional mathematics curriculum. (RK)

The origins of the emphasis on formal proof are discussed as well as more recent views. Factors in acceptance of a proof and the social process of acceptance by mathematicians are included. The impact of formal proof on the curriculum and implications for teaching are given. (DC)

Discusses problems related to the lack of mathematical competence in school physics, the contribution of modern math to the teaching of school physics, and the lack of cooperation between physics and math teachers. Presents a promising model to create a satisfactory liaison between math and science in the schools. (GS)

This volume is an experimental edition for a high school course in the theory of matrices and vectors. One of the basic aims is to demonstrate the structure of mathematics. Another criterion is to provide some tools that will be useful in the student's transition from school to college. A last objective is that the intellectually vigorous students…

This is one in a series of SMSG supplementary and enrichment pamphlets for high school students. This series makes available expository articles which appeared in a variety of mathematical periodicals. Topics covered include: (1) the nature of mathematics; (2) mathematical inutility and the advance of science; and (3) logic. (MP)

Reported are the results of an experimental course taught at the ninth grade level. The course included both modern and traditional topics in algebra. Presented are a rationale for the course, a list of the topics included in the course, a description of instructional techniques and methods used in presenting and developing some of the main ideas…

The first part of this volume reports on the 1959 Royaumont Seminar on secondary school mathematics, an important factor in the spread of "New Mathematics" at the beginning of the last decade. Key addresses on Reform in School Mathematics (Stone) and New Thinking in School Mathematics (Dieudonne) are reported in full, and there are summaries of…

Reported are the results of an investigation of mathematical achievement of students enrolled in modern and traditional mathematics programs. To be included in the comparative study, students had to have been continuously in a modern program or a traditional program during grades ten, eleven, and twelve. The experimental group (141 students) had…

This guide for parents explains the objectives of the modern mathematics being taught in the schools and discusses the teaching methods being used. A few of the elementary concepts of modern mathematics (number lines, searching for patterns, different ways of analyzing problems, number bases, and sets) are briefly explained and justifications are…

This workbook for elementary teachers presents basic definitions and examples in the areas of set theory, numeration systems, fundamental operations and geometry. Text organization does not use programming frames. Answers to examples are included in a separate section. (DT)

This book-length manuscript discusses some of the developments in mathematics, psychology and educational theory which have influenced new mathematics curricula. The projects are discussed in detail: (1) the OPI Mathematics Project begun in Budapest, Hungary; (2) the Sherbrooke Project in Quebec, Canada; and (3) the New York Project in New York…