This article traces changes in mathematics teaching, stresses the importance of mathematics in the lives of today's children, and gives some suggestions for new teaching methods. The applications and distortions of Piaget's learning theory as applied to mathematics instruction are also discussed. For journal availability, see SO 506 042. (JK)

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)

Reports that many creative leading mathematicians have introduced the concept of baby research, signifying a playful investigation that takes place at a childs' initiative and is carried out with freedom without specific knowledge or pre-conceived ideas of where it leads. (Author/AM)

To assess the possibility of another round of curriculum reform in mathematics, the origin of U.S. curriculum reform in the 1950s, including the new math programs, are examined. It is not likely that new crash programs aimed at curriculum reform in mathematics education will be implemented nationwide in the 1980s. (RM)

The context of the NACOME report is outlined, and some of the significant points with regard to the mathematics curriculum, patterns of instruction, teacher education, and evaluation are presented. (DT)

A follow-up to the NACOME report which would clarify principles of mathematical learning and teaching is discussed. (DT)

This set of transparencies shows how the manipulation of combinatorial structures in the context of modern combinatorics can easily lead to interesting teaching and learning activities at every level of education from elementary school to university. The transparencies describe: (1) the importance and relations of combinatorics to science and…

A brief overview of the history of elementary and secondary mathematics education in England is given; the topics of sets, vector spaces, computers, statistics, and geometry in the modern mathematics curriculum are discussed. (DT)

Discussed are some questionable practices involving the teaching of mathematics to prospective elementary school teachers. NCTM is challenged to delineate the spirit and content of mathematics courses required of elementary teachers. (CT)

In a study of 1050 elementary teachers it was found that on a test of mathematical understanding that teachers did progressively better (significant beyond .05 level) with: (1) more years of high school mathematics, (2) more college mathematics courses, and (3) exposure to "modern mathematics." (BR)

A commentary on the state of mathematics in schools that discusses positive aspects, such as the United States' successes in International Mathematics Olympiad, as well as the much-publicized criticisms of modern mathematics. (MK)

The issues of basic skills and modern mathematics, standards, teachers' qualifications, and core curriculum are discussed. (DT)

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

Teachers were surveyed concerning their major questions about modern mathematics curricula. Their questions were classified as concerned with reasons certain topics are included (12 per cent), how to teach particular topics (21 per cent) or miscellaneous. Nine recommendations are made. (SD)