North Carolina has had a Standard Course of Study since 1988. The most recent revisions of the state mathematics curriculum occurred in 1989 (K-8) and 1992 (9-12). The intent of the North Carolina Mathematics Standard Course Study is to establish competency goals and objectives for the teaching and learning of mathematics in North Carolina. The…

This document presents the mathematics curriculum framework of the Connecticut State Department of Education. Program goals are presented before the 10 K-12 content standards for mathematics. Each content standard's performance standards are listed separately for grades K-4, 5-8, and 9-12. (ASK)

This book features a guide to teaching mathematics more effectively. Examining the different ways students acquire mathematical skills, it helps teachers develop flexible teaching methods that suit these varied ways of learning. Common areas of learning difficulty in mathematics and why students fail, ways for teachers to determine gaps in…

In this article, an appeal is made for the development and acceptance of mathematics curricula that express the humanistic viewpoint. (Author)

Author feels that the new math programs still reflect the too-heavy input of the mathematicians to the comparative neglect of elementary school personnel and cognitive-development psychologists. (Author)

Discusses the need for more mathematics curriculum revision, especially at the elementary level, and for the development of tests to test the material being taught. (GB)

Presented is an experimental mathematics curriculum for a two-year college. A special feature of the curriculum is the availability of short term courses lasting 6 and 12 weeks. (Author/CT)

Discusses the developmental stages in mathematical literacy for children ages 5-13 and suggests teaching methods that can be used to develop functional mathematical literacy within the school curriculum. (RB)

Using microcomputers to facilitate the development of high-level cognitive skills, and not merely for drill and practice, is the focus of this editorial comment. (MNS)

An annotated bibliography of 26 dissertations completed over a 14-year period at the main center of mathematics education in Poland is given. (MNS)

An experienced math teacher presents techniques for motivating students to learn more math. Presented are mathematical warm ups, brain teasers, and ways to combat boredom. (MD)

Discusses teaching History of Mathematics as a subject in itself, and as a supplement to general classroom lessons in mathematics. Includes specific suggestions and references for developing instructional strategies. (Author/SK)