The author discusses how quantitative aspects enrich and clarify our knowledge of history. Statistical concepts of population and economic value are described for the Pilgrims, the American Revolution, and the Civil War. (RS)

Discusses the traditional number systems and the origin of the number names used by several African peoples living south of the Sahara. Also included are limitations in African mathematical development, and possible topics for research. (RP)

Discusses the nature and underlying assumptions of the Michigan Assessment Program, outlines the program's long-range planning, and describes the 1969-70 assessment of basic skills. (MK)

Research supported in part by a National Institute for Mental Health Training Grant No. MH11102-01. A Revision of this paper was reported at the International Congress for Mental Health, London, England, August, 1968.

This response to Usiskin's editorial comment on calculator use in the May 1983 issue considers why arithmetic is taught. The belief that mathematics improves thinking and the humanist position that it is part of our cultural heritage are noted. The role of mathematics in the curriculum should be reconsidered. (MNS)

Describes the development and evaluation of a method for introducing simple arithmetical symbolism to preschool children through the use of simple games. (JOW)

Calculators have made the arithmetic curriculum obsolete in both scope and sequence. Calculators can perform each operation as easily as any other. We should be asking if there is ever a time when we should trust paper-and-pencil computation. (MNS)