Several areas of concern are noted in the emerging national movement toward programs for mathematically gifted students. Four areas of current needs that could be better addressed which would greatly expedite current efforts are noted. (MP)

Research problems related to developing programs for mathematically gifted students are identified and discussed. Identifying children who should participate in programs and developing activities for those selected are viewed as the two major areas of concern. (MP)

Suggestions for designing a mathematics curriculum for academically gifted students are presented. The ideas for program design are divided into three areas: content, process, and acceleration. (MP)

The process of metrication is seen ultimately to require a grass-roots movement to change traditional behavior patterns. The creation of metric leaders is viewed as a tool for speeding the process of acceptance. A model for the design and execution of leader-training sessions is detailed. (MP)

Typical educational alternatives for gifted students offered at the district or regional level are presented. Among the approaches described are special schools, magnet schools, summer programs, learning centers, and special classes. (MP)

Factors to be considered in setting up, administering, and evaluating a remedial mathematics program are covered. (MP)

The Diagnostic Mathematics Clinic at Southern Illinois University at Carbondale is described. It is designed to diagnose students' mathematical learning difficulties and to provide remedial work to improve deficient skills. It is seen as an ideal setting for parental involvement in the educational process and viewed as successful and rewarding.…

A brief description is presented of a curriculum offered in one school system that applies much of the available research on how children learn. Materials used, goals for instruction, concepts emphasized, and intellectual processes engaged in each of grades kindergarten through third are noted. (MP)

The programs provided for mathematically gifted students are divided into two categories, labeled enrichment and acceleration. These two types of programs are discussed and the basic forms of instructional patterns are presented, along with the pros and cons associated with each. (MP)

Ways to use the Arithmetic Teacher (AT) in planning a staff development program for teachers or a workshop are described. The first focus is on the AT classified index. The use of back issues as a resource is particularly promoted. The AT is promoted as a multifaceted source of ideas. (MP)