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)

AN INTERIM UNIT HAS BEEN DEVELOPED TO ASSIST TEACHERS AND PUPILS IN MAKING THE TRANSITION TO A CONTEMPORARY MATHEMATICS PROGRAM. EXPERIENCE HAS SHOWN THAT ANY INTRODUCTORY WORK DURING THE YEAR PRECEDING THE INTRODUCTION OF A NEW PROGRAM HAS MADE THE FIRST YEAR CONSIDERABLY EASIER AND MORE PROFITABLE FOR BOTH TEACHERS AND PUPILS. EACH CONCEPT…

The purpose of this study was to investigate the interrelationship of general mathematics skills, modern mathematics skills, modern mathematics achievement, prior mathematical attitudes, and postmathematical attitudes of prospective elementary teachers. A sample of 206 students was drawn from 286 students enrolled in a modern mathematics course.…

Ten recent results in pure mathematics are described, covering the continuum hypothesis, Diophantine equations, simple groups, resolution of singularities, Weil conjectures, Lie groups, Poincare conjecture, exotic spheres, differential equations, and the index theorem. Proofs are omitted, but references are provided. (DT)

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 current approach to mathematics instruction in the elementary schools combines elements of the new math with the traditional emphasis on computational skills. (IRT)

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)

An instructor taught one group of college freshmen using a modified form of traditional mathematics by including most of the concepts in modern texts, but also assigning a large number of problems for homework; the second group used a modern textbook with less problems for practice. The modified traditional group performed significantly better in…