Despite numerous recommendations, little has been done to integrate calculator use into elementary school classrooms. Cost, equal access, and the existence of computers are not obstacles to calculator use: our attitudes and beliefs are. What must be done to integrate calculators into the curriculum is outlined. (MNS)

Lessons the author learned from the "new math" curriculum reform era are listed. They concern curricular change rather than revision, the need to start at the elementary school level, and how to select topics, with the role of technology interwoven. (MNS)

Details of a scope-and-sequence outline for problem solving in the elementary mathematics program of the Philadelphia School District are provided. The emphasis is seen to be on process rather than product. Information about the first 18 of 21 levels in the problem-solving strand is provided. (MP)

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)

The view promoted is all children should have the opportunity to write and run computer programs, and instruction can begin in the first grade. Teaching mathematics is seen as involving 50 percent theory and 50 percent computing and computers can be involved with both aspects. (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)

An experimental program using the calculator in third, fourth, and fifth grades is described. Three example lessons are included, on (1) subtraction with regrouping, (2) estimation, and (3) number theory: Quadratics. (MK)

The president of the National Council of Teachers of Mathematics (NCTM) projects forward to 2001 and speaks of changes that began in 1990 that restored mathematics education in the United States. The material speaks directly to needed changes and problems in 1981. (MP)

The design, selection, and organization of instructional materials that integrate calculators are described in relation to a model based on movement and representational level. Instructional resources and advantages of the model are described. (MNS)

An elementary mathematics curriculum, the Comprehensive School Mathematics Program (CSMP), is discussed in terms of program philosophy, materials used, and the evaluation done so far. (MK)

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

The importance of supervisors and resource staff in providing an adequate instructional program in mathematics is discussed. (MK)

Teachers need to answer two questions: (1) How do computer software and activities contribute to meeting objectives? and (2) Do instructional plans take advantage of the computer's unique potential? Instructional and management uses of computers are discussed, with the teachers' role described. (MP)

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)

A proposal to shift to a conceptually oriented curriculum using the calculator as an instructional tool and to eliminate the teaching of complex computations in elementary school is presented. (MP)