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)

This is the first of a two-part paper; the conclusion appears in volume 27, number 3 (SE 506 350). (JM)

The author shows that the set of all sequences in which each term is the sum of the two previous terms forms a vector space of dimension two. He uses this result to obtain the formula for the Fibonacci sequence and applies the same technique to other linear recursive relations. (MM)

The author suggests that a close analysis of existing calculus courses indicates that some of the material can be explained much more clearly by using some of the language of set theory. He gives examples showing that many of the pedagogical problems arising in calculus can be overcome by using a graphical approach. (FL)

Discusses the Entebbe Modern Mathematics Project and relates it to the change in curriculum in Lagos. It also discusses problems attendant on curriculum changes in a developing country like Nigeria. (Author)

In this 1967 booklet, influences of technology, the non-achiever and the culturally disadvantaged, and the revolt against formalism are discussed in relation to the modern mathematics curriculum. Some projects and school programs described include PLATO, the Nuffield Project, the Nova School Program, Advanced Placement Program, and teacher…

A response to recent criticisms of new mathematics programs in the elementary schools. Attempts to clarify some of the goals and methods of these programs. (BD)

A series of probing questions one might use as guidelines to curriculum evaluation. (MM)