THE ARITHMETIC CURRICULUM BEGINS WITH GROUPING AND MANIPULATION OF OBJECTS, CONSTRUCTING AND MEASURING THINGS, AND DRAMATIZING NUMBER SITUATIONS. THE CHILD SHOULD NOT BE ALLOWED TO REMAIN IN THE MANIPULATIVE STATE BUT SHOULD BECOME PROFICIENT IN USING NUMBERS ABSTRACTLY. THE SUBJECT MATTER IN THE FIRST GRADE INCLUDES COUNTING, WORKING WITH…

Using drawings of various monsters to explain and enhance the learning activities, this arithmetic/mathematics curriculum guide begins with exercises requiring basic number identification. The remainder of the guide includes over one hundred addition and subtraction activities including crossword puzzles, maps, and number matching. (SH)

This paper consists of an address given at the Conference of Canadian Mathematicians and Mathematics Educators on June 4, 1978. The author sets the stage for concluding remarks with examples, stories, illustrated anecdotes, and observations of the influence of several "mathematicians" and "mathematics interpreters" on…

The validity and the reliability of a technique for identifying and studying presentation variables in mathematics texts were investigated in this study. A category system for classifying messages in mathematics texts in terms of mathematical content and processes and in terms of mode of representation, procedures for applying this system to…

This booklet is a collection of the papers presented at a joint session of the Mathematical Association of America and the National Council of Teachers of Mathematics during the fiftieth annual meeting of the MAA. These papers were presented under the headings of "Geometry and School Mathematics,""High School Geometry," and…

The table summarizes typographical errors such as omissions, misprints, printing quality, and computational errors. In addition, some specific suggestions are made regarding sequencing, the writing of directions, and the use of illustrations. (Author)

In a study by HM Inspectors of the mathematics taught in the primary schools of three different areas in Wales, it emerged that, although there were differences in detail, there were enough similarities for some general conclusions to be drawn about the content of work and the lead given to teachers in the planning of their schemes. (Editor)

A course labeled Liberal Arts Mathematics is described. It includes: historical perspective, logic and proof, the structure of number systems, mathematics in art and nature, data analysis with probability and statistics, and computing. A list of references for each topic is included. (MNS)

The place of mathematics in the curriculum was challenged during the early 1900s, especially the requirement that all high school students take mathematics. Mathematics educators responded to suggested changes, but some responses may have exacerbated the crisis. (MNS)

Comments on bells throughout history are noted. 'Change-ringing,' focusing on the sequence in which bells are rung, is then explored. (MNS)

Topics which should be emphasized in the secondary school mathematics curriculum are noted. The importance of problem solving is stressed, with some specific illustrations. (MNS)

Mental skills developed through the study of mathematics are identified, and ways in which this information can shape the role of teachers of algebra are suggested. (MNS)

The impact which standardized mathematics tests have upon classroom instruction--content, sequence, pacing--is explored, and harmful consequences are discussed. Four suggestions are offered for enabling teachers to minimize "teaching for the tests" and to present a mathematics curriculum appropriate for their particular students. (DG)

Teachers can partially remedy misconceptions and anxiety about mathematics by incorporating a historical perspective into mathematics teaching. Numerous examples of how this can be done are presented, along with ideas illustrating the growth and evolution of mathematical ideas. (MNS)