A history of the relevance of mathematics education programs in Britain, the United States, and Australia is outlined, ending with a discussion focused on updating present programs. (MN)

The author presents the rationale, activities, and reactions toward a project concerned with conditioning mathematicians for the purpose of contributing meaningfully toward the solution of some of the problems of mathematics education at the pre-college level. The conditioning process includes one full academic year in the pre-college classroom.…

Including difference equations in the mathematics curriculum is proposed. Some fundamental ideas and examples are presented. (MNS)

Suggests that it is possible to apply the principles of literary criticism to the mathematical text. Discussed are the areas of rhetoric, metaphor, and metonymy. (PK)

Much of the current literature on the topic of discrete mathematics and calculus during the first two years of an undergraduate mathematics curriculum is cited. A relationship between the recursive integration formulas and recursively defined polynomials is described. A Pascal program is included. (Author/RH)

Described is a project, "Mathematics at Work," being produced by the Australian Academy of Science to meet the needs of students staying in school to years 11 and 12 and requiring a "relevant" mathematics curriculum. Materials have been produced and are being used in a trial program. Additional materials are in preparation.…

Elementary school mathematics curricula are being developed that are designed to use calculators. As the calculator-integrated curricula are developed, tests must be developed that involve the use of calculators. Some examples of how achievement tests using calculators would be different are considered. (RH)

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)

The need for remedial mathematics instruction is described, and the low esteem associated with teaching such courses is noted. A plea is made that support be increased. (MNS)

Changes in the elementary school mathematics curriculum and instruction due to technological advances with calculators and computers are hypothesized. It is suggested that the secondary school curriculum will catch up in another decade. (MNS)

Changes in school mathematics in Britain during the period 1944 to 1984 are discussed. The Jeffery Syllabus of the 1940s, agitation for change in the 1950s, projects in the 1960s, and evaluation and the advent of the calculator in the 1970s are each included. (MNS)

Discusses: what is meant by curriculum; if manipulatives should be used by children and by children of all ages; if manipulatives should be integral to instruction or an adjunct; what kinds of manipulatives should be used; if manipulative-based lessons should be open-ended or structured; and related topics. (JN)

Twenty-two mathematics educators were asked to list the ten most important books for a classroom teacher of elementary school mathematics to read. One hundred fifteen books are listed; 11 titles were named five or more times. (MNS)

The annual report of the President of the National Council of Teachers of Mathematics is presented. After discussing Orwell's implications, he describes the current status of mathematics education and suggests what mathematics teachers need to do to improve instruction. (MNS)

The cognitive significance of the body has become one of the major topics in current psychology. However, it is our contention that claims about the embodied nature of thinking must come to terms with the problem of the relationship between the body as a locus for the constitution of students' subjective mathematical meanings and the historical…