Purpose of this two-part article is to point the way towards more sophisticated educational technologies with specific reference to educating the disadvantaged. (Author)

This investigation attempts to determine if the congruity in textbook-test content varies as a function of different styles of textbook use. Across all standardized tests, instructional validity of the five styles of textbook use was far lower for the management-by-objectives model than for any other styles. (Author/PN)

Experiences with complex numbers and graphical representations of them are discussed, with a program for a microcomputer. (MNS)

Fourteen probability activities are presented, categorized as activities with impossible and certain events, mystery bags, decks of cards, dice, spinners, and flipping. They help children develop an intuitive understanding of probability. (MNS)

High school students in a college-level course in abstract algebra and number theory were given a mathematical research unit to work on cooperatively. The objectives, problem selection, classroom procedures, and teacher's role are described, followed by a detailed presentation of the work of students on one unit. (MNS)

Suggestions for activities are organized into categories of the community, sports, the home, travel, and nature. Each has been linked to other curriculum areas such as physical education, science, or social studies, so it is possible to use the activities as a basis for an interdisciplinary approach to the curriculum. (MP)

Six major categories encompassing the various ways in which computers can be used to enhance mathematics education are listed and described. Examples of problem solving, drill and practice, management of instruction, and tutorial applications are followed by predictions about the future of instructional computing in mathematics education.…

The recent White House reviews of science and engineering education suggest that sagging science and mathematics standards in American classrooms are a liability to industrial performance and international performance. (MP)

Presents a series of policy recommendations for mathematics education in the 1980s from the National Council of Teachers of Mathematics. The emphasis is on problem solving and computer literacy as part of the education of every student. (SA)

The sequence of mathematics courses for elementary school teachers offered at the University of Montana is described. The ideas presented are noted to have worked well. (MP)

A framework for a computer literacy module is detailed, through a description of one that has evolved in schools in Fairport, New York. It is noted that the availability of computer-literacy instructional materials is increasing substantially, but a specific curriculum is sorely lacking. (MP)

The experience of a mathematics teacher in a school system as it established a computer science course is reviewed. (MP)

The need for development of a curriculum that provides vertical links between earlier and later work and horizontal links with other topics in mathematics and other subjects is promoted. Much of the material describes explorations of circles and cones suitable for many levels. (MP)

The comprehensive restructuring of courses and assessment policy in Karingal High School, Frankston, Victoria is reviewed. The report details the problem, the new structure, implementation, retakes, personal decisions, and the advantages and disadvantages of the system. (MP)

Appropriate mathematical competencies for children of ages two, three, four, and five are presented. It is suggested that mathematics programs for young children be action oriented. (MP)