Literacy, values, and stemming from these, purposeful action are seen as the two basic and inseparable educational objectives. The mathematics curriculum, behavioral objectives, and the affective domain are discussed in light of these two objectives. Statements from various national committees and advisory boards are included. (LS)

The characteristics, strengths, and limitations of competency-based teacher education are examined. The future of this approach to teacher education is discussed. (SD)

The importance of teaching mathematics as a body of strategies and methods of inquiry is stressed; examples of situations which emphasize skills in classification, generalization, using symbols, and proof are given. (DT)

The School Mathematics Study Group's findings on objectives, teacher effectiveness, textbooks, grade placement of topics, instructional processes, student attitudes and achievement, class size, and cultural differences are reviewed. (DT)

The mathematical skills and competencies necessary for living in contemporary society, for understanding the nature of mathematics as a structural system, and for understanding the role of mathematics in society are listed and discussed. (DT)

Seven questions concerning the role of computation and the role of electronic calculators in arithmetic were posed to a sample of teachers, mathematicians, and laymen. Responses are given in percentage form and typical comments are included. (LS)

A process for identifying mathematical skills is describe. Skills representing the minimum a student should know in order to function in the United States today are listed. (JT)

Meetings at the Third International Congress on Mathematical Education (ICME 3) are described. Results of sessions on international goals of mathematics teaching, curriculum issues, and teacher education are summarized. (DT)

A program for regular testing of mathematical skills that provides information and counseling to students as well as necessary study programs for students in need of improvement is described. (JT)

The characteristics and needs of mathematics teachers of all levels of education are discussed. The NCTM reviews its worth in meeting those needs. (JT)