Suggestions for mathematics teacher training in early childhood education focus on three related concerns: (1) content, (2) learning, and (3) methodology. Programs which are designed to teach the issues in each of these areas are seen as ones which will prepare students who are worthy of respect and admiration. (MP)

Pattern recognition is viewed as a fundamental cognitive skill that lays the groundwork for the ability to form abstractions and generalizations. Incorporating patterning into the curriculum of young children is encouraged. (MP)

Suggestions are given for ways to help students sharpen their mathematical skills and clarify the value systems that underlie their present and future consumer decisions. Focuses on determining costs, solving household problems involving measurement, reading and interpreting graphs and tables, and using concepts of average and percent. (MP)

The results of a pilot study that involved interviews with 54 teachers located in 16 primary schools in and around the Newcastle area are detailed. The data suggest a positive correlation between teacher ability to explain topics to students and years spent in tertiary study. (MP)

Followed students through high school to see what factors in the ninth grade predicted their continuation in theoretical mathematics courses. Test results indicated for girls, the standardized weights were highest for spatial visualization, vocabulary, usefulness and confidence; for boys, confidence, achievement, stereotyping math as a male…

The use of the term "problem solving" as a goal for the organization of mathematics instruction is criticized as an ambiguous slogan that is building a false bandwagon of supporters. Some possible routes for more carefully defining this goal are suggested. (MP)

The belief that computer science should have a profound effect on undergraduate mathematics is proposed. It is also reported that alternatives to the standard curriculum would give discrete analysis an equivalent role to that now played by calculus in the first two years. (MP)

Describes North Carolina's state supported residential high school for highly able students in science and mathematics. The school is viewed as a training ground for leading scientists and mathematicians to improve science and mathematics instruction in all the state's schools. Emphasis is on expanded courses in science and mathematics. (Author/DS)

A report on the early stages of a research project, The Skills and Procedures of Mathematical Problem Solving in pupils of 9-13 years (SPMPS), is given. The article explores the background to the need for such a project, both from a mathematical and pedagogical point of view. (Author/MK)

Discussed is computer use at High Valley, a small private tutorial school in rural Dutchess County, New York. (MP)

The author promotes an earlier introduction of decimals than is currently standard practice in most elementary mathematics programs. Suggested activities and related skills are reviewed. (MP)

The current state of computers in mathematics education is discussed. Aspects of new technology available to mathematics teachers include high resolution color graphics, the potential for making computer films, and the use of computers in working out or helping in problem solving. (MP)

The main objective of the Regional Centre for Education in Science and Mathematics (RECSAM) is to help improve science and mathematics teaching for meeting the scientific and technical manpower needs of Southeast Asia. The role of RECSAM in the 80s is discussed. (DS)

A review is given of an eight-year plan to improve the development of the natural sciences in the People's Republic of China and its impact on mathematics education. (MP)

A summary of the results of three studies, sponsored by the National Science Foundation, is given. Findings related to content, instructional organization and style, and teacher factors are discussed. (MK)