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)

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)

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 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)

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)

The author discusses the Michigan Educational Assessment Program (MEAP), with emphasis on mathematics. Topics discussed include: tests and reports, uses of results, effects on curriculum, local control, and the future of Michigan's mathematics assessment. (MK)

An elementary school project using computers to enhance the teaching of basics in mathematics, language arts, and early learning is described. (MP)

Subsequent to commentary that the most feasible locus for curricular change and instructional reform is the individual school, four models for change that implement the NCTM's Curriculum and Evaluation Standards are presented. These models are not offered as panaceas but rather as examples of efforts currently being utilized which may involve…

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)

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)

Guidelines cover: (1) The Key Person(s); (2) Needs Assessments; (3) Long-Range Goals; (4) Information Collection; (5) Inservice Training; and (6) Implementation Model. It is suggested that once the basic commitment has been made to incorporate microcomputers in an educational program, districts must proceed with well-devised plans. Core…

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 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)