The author discusses the impact of recent changes in the mathematics curriculum. He concludes that some changes were improvements, but there is a need for greater emphasis on traditional skills. (SD)

The process of change and development of the mathematics curriculum in the United States is reviewed. Fundamental changes of implemented curricula from 1960-1980 are discussed in the light of the considerable efforts at reform during the 1950's and 1960's. Elements of the educational system are mapped out, and reasons for the lack of effective…

A workshop to develop a program for training primary school teachers was convened in 1969 by the Regional Centre for Education in Science and Mathematics (RECSAM) in Penang, Malaysia. Countries participating in the conference were Indonesia, Malaysia, Singapore, South Vietnam, Thailand, Phillipines, and Ceylon; consultants from the United States…

This volume consists of 29 papers and articles from leading mathematics-teaching journals in many countries. Discussed is new content and curricula and unusual approaches and techniques in the teaching of mathematics at the elementary and secondary levels. Some topics discussed are theories of mathematics instruction, new mathematical experiences…

A second field test of a computer-based, mobile, in-service teacher education program in modern mathematics for elementary school teachers is reported here. Evaluations of the students' achievement and of their attitudes towards mathematics and computer-assisted instruction, as well as an analysis of the relationships among achievement, attitudes,…

This book reports the proceedings of a colloquium of European mathematics educators organized by UNESCO in 1968. Papers and discussion center on four main considerations: (1) Mathematics in contemporary society, including recent advances in mathematics, penetration of mathematics into other domains, the influence of computers, and the objectives…

Seventh grade students (N=9) from a small rural school in Ridgway, Colorado were exposed to a teacher-developed individualized program in modern math during the 1962-63 school year and again the following year. The students were divided into an average and above group and a below average group; group assignments were determined by IQ scores, the…

As a participant in an international student exchange program, the author visited elementary schools in Hungary. Her observations of the approach to mathematics instruction in several schools are provided. (SD)

In a series of projects centered in different areas of Africa, mathematicians from England and the United States joined African educators in developing and testing a mathematics curriculum designed to teach the basic concepts which are important and useful in all countries. (SD)

Compares the mathematical concepts and language of the 1937, 1948, and 1962 editions of the Essex Local Education Authority mathematics tests with the 1977 Testing of Attainment in Mathematics Survey (TAMS). Sample test items are given along with two tables analyzing the concepts tested and the language used. For journal availability, see SO 506…

Discussion focuses on the three major approaches to mathematics education over the past century: traditional mathematics, modern mathematics, and mathematics as the language of science. Arguments are given in favor of the last approach and in opposition to the first two approaches. (MN)

Questionnaires administered to 3,500 math teachers explored professional background, learning objectives, classroom organization, teaching techniques, and textbook use. Apparently math teaching has changed little in 15 years; little impact of "new math" was seen. Moreover, teachers considered computational skills and algebraic manipulation as most…

In this speech, given at an Australian in-service teachers conference, the author discusses the current controversy over mathematics curriculum and makes several specific suggestions. (SD)

The main objective of this document is to give an outline of the reform movement within mathematics education in the United States from 1951 until the late 1970's. The reform movement is divided into three phases which are distinguished by certain features common to events of the period. The material is divided into the following main chapter…

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)