Use of Logo to teach statistical ideas is proposed for students in grades 5-10. Procedures and diagrams are suggested, with program listings for four models for graphs. (MNS)

Why the term precalculus was introduced is first noted. Then five reasons why it should be eliminated are given, focusing on the points that it is vague, misleading, and misused. (MNS)

Much can be learned from a study of rational functions and the behavior of their graphs, so their inclusion in secondary school mathematics textbooks is urged. Analysis of reciprocal relationships and when they don't apply, asymptotes, and the graphing technique are each included in the discussion. (MNS)

Information on the status of principal aspects of mathematics education in 18 Third World universities, derived from a questionnaire sent to 70 universities, is presented. Analysis, with emphasis on mathematics courses offered, revealed variations, similarities, and some weaknesses. (MNS)

Considered are what discrete mathematics includes, some parallels and differences between new math and discrete mathematics (listed in a table), and lessons to be learned. A list of references is included. (MNS)

A report on the use of microcomputers is summarized, with recommendations on algorithms and procedures, the value of short programs, programs designed for general distribution, mathematical utilities, and developments in hardware. (MNS)

A brief review is given of some recent investigations into the use of mathematics in industry. Questionnaires and observations are each discussed plus the development of curriculum materials in several projects. (MNS)

Challenges traditional use of logic in the mathematics curriculum, indicating how it may be better used. Explicit suggestions and justification for placing inferential logic in high school geometry and relegating most of the sentential logic to algebra are provided. Overviews of both forms of logic are also provided. (JN)

Ralston proposes that the decrease in the importance of calculus in the world of mathematics is accelerating and the world of applied mathematics is changing rapidly. He briefly presents arguments for discrete mathematics. Then follow reactions from McLane, Wagner, Hilton, Woodriff, Kleitman, and Lax, and a response by Ralston. (MNS)

The continuing need to go metric is discussed. Impetus, however, comes from the state and local level, rather than nationally. (MNS)

What is encompassed by mechanics is discussed in terms of its use to show the ability of mathematics to model the real world. How and when to include mechanics in teaching mathematics is then illustrated and discussed. (MNS)

Suggests specific topics in inferential logic which might be incorporated into the geometry course and illustrates how the use of inference schemes may help justify the effectiveness of proof techniques. (MNS)

This book is a reference and guide for teachers and parents who may not be aware of the resources available to help their students succeed. This book examines the many aspects of gifted thinking in relation to math and science and features competitions and curricula that can be easily adapted to students lifestyles outside of the classroom.…

Sustained, innovative professional development is now widely acknowledged as essential to the improvement of mathematics instruction in the nation's schools. In recent years, this recognition has prompted the production of a variety of materials designed to support new teacher development programs. But with the availability of such materials,…

This book describes the development of a new elementary mathematics curriculum called "Investigations in Number, Data, and Space". The book has practical suggestions and is aimed at helping educators who are implementing curricula such as Investigations. Chapter titles include: (1) "Teaching Children Mathematics"; (2) "The Jobs of a Mathematics…