The behavioristic approach to education is appropriate only to areas of skill development. To design mathematics curricula from the point of view of behaviorism is to miss the essence of mathematics as a discipline. Mathematics curricula should include strong emphasis on problem solving. (SD)

The author concludes that the teacher and the spirit in which he teaches are more important than distinctions between traditional and new (or modern) mathematics. (JLH)

The educational and statistical validity of grading schemes is often open to question when multiple evaluation techniques are used. A method of scaling is proposed and discussed in relation to normal scores. (SD)

The author argues that many who speak to the issues of elementary-school mathematics are not aware of the real problems. The clear objective of the teacher of young children is to provide them with experiences which will enhance their development. (SD)

After critically analyzing the mathematics education of engineering students, the author proposes a new approach which meets some of his objections to current practices. The article is to be continued in a later issue. (SD)

A course in statistics for social science majors was redesigned around computer use with the expectation of increasing mastery of course objectives. (SD)

A twelve-item questionnaire was constructed of three possible goals of mathematics education in each general category of usefulness, structure, attitude, and general. Results from undergraduates (pretest-posttest) and experienced secondary school teachers are analyzed several ways. Intuition and discovery rate high for students; predictive use in…

Reasons are cited for including a course in mathematics for liberal arts majors. Objectives of the course and course content are discussed. (DT)

This report details the mathematical skills and knowledge necessary for understanding of biological phenomena. Requirements for secondary school and undergraduate courses are listed separately. Provisions for training and retraining are discussed, and recommendations concerning further work of this group are made. (SD)

A multimedia instructional program (using computer, text, TV or film, simulator, and laboratory materials) is shown to be applicable to transferring information and developing aptitudes, as well as for evaluation and management functions. (SD)

Objectives of teaching mathematics to engineering and science students are defined, and the role of the computer, especially the interactive terminal, in achieving these objectives is discussed. (SD)

In this paper, prepared for a European conference on mathematics education in the 1980's, the author addresses the questions of the nature of mathematics and of mathematics education. From these discussions he derives a set of goals, and describes the relationships of various political and scientific phenomena to them. (SD)