Author tries to clarify some of the controversy around the new math as to its success or failure, as well as its origins. (GB)

Author introduces distinctions that occur between the inductive and deductive approaches to mathematical analysis thereby helping teachers, interested in innovative teaching methods, to understand more clearly the problems they are up against. (Author/RK)

A description of the Shropshire Mathematics Experiment, discussing the philosophy, goals, content, and implementation of a program in modern mathematics for the secondary school level. (DT)

Describes problem areas which confront mathematics educators: how objectives have changed, the need for practical applications, teaching for examinations, changes in content, use of instructional materials, and public relations. (RS)

Discussed are possible lessons for teaching prime numbers, composite numbers, factoring, and fractions. (CT)

Discussed are several possible methods of teaching a geometry lesson on angles and arcs. (CT)

An anecdote shows why children studying mathematics should be given freedom to explore, generalize, classify, and originate proofs. (RS)

Compares achievement of eighth grade ability groups using two modern and one traditional mathematics textbooks. Concludes that learning of traditional concepts was not affected by materials; modern concepts and mathematical knowledge were learned best from modern programs. (JM)