Four periods of history are reviewed in an effort to build an informative background on the evolution of mathematics as a serious study in the schools. These four periods are (1) 300 B.C., (2) the second quarter of the 17th century, (3) the second quarter of the 19th century, and (4) the four decades of the 20th century from 1925 to 1965. (RP)

The published views of French mathematicians Thom and Dieudonne regarding modern mathematics programs are discussed. (SD)

An overview of the history of mathematics and mathematics education is briefly presented, and the impact of learning theories is described. The first-round curriculum projects in the United States, England, and Australia are mentioned; differences between views of mathematics are highlighted. Goals for teaching mathematics are discussed. (DT)

Included in this set of materials is a description of an instructional model for elementary school mathematics, a curriculum guide developed by the elementary school teachers of the California Area School District, scope and sequence guides, and a teachers manual. The instructional model includes the use of pretests, posttests, prerequisites and…

The relationship between mathematics and chemistry has been changing rapidly in recent years. Some chemistry teachers have experienced difficulties in their teaching with the introduction of modern mathematics in the schools. Some suggestions for reinforcing the concepts and language of modern mathematics are put forth. (Author/MA)

Why calculus is taught in secondary schools is discussed, as well as how "modern mathematics" affected calculus, is calculus so difficult, and how calculus should be taught. (MNS)

The child as a learning organism, the goal of elementary school mathematics, modern mathematics, and improvement of mathematics education are discussed. (DT)

The writer reminds readers that the polemics of reform frequently portray the realm of teaching and learning in more extreme terms than is really necessary. Likening calls for educational reform to scientific revolutions sparked by Kuhn, Darwin and Copernicus, that jettison completely the assumptions and premises of the theories they replace, Bond…

Discusses the historical background of the "New Math" programs, citing shortcomings but emphasizing the positive characteristics of the changes made. (JP)

Arithmetic concept scores of pupils whose teachers were exposed to an inservice mathematics program were compared with those of pupils having nonparticipant teachers. The results appeared to be dependent upon the pupils' previous exposure to modern mathematics. (CP)

Discussed are possible lessons for teaching the algebraic concepts of variables, rational expressions, and functions. (CT)