A BULLETIN WHICH EMPHASIZES THE NEED FOR EFFECTIVE INSERVICE EDUCATION IN ELEMENTARY SCHOOL MATHEMATICS BEGINS WITH AN INTRODUCTORY SECTION WHICH (1) DESCRIBES TYPICAL ELEMENTARY SCHOOL ORGANIZATIONAL PATTERNS AND MATHEMATICS PROGRAMS, (2) LISTS FACTORS WHICH INFLUENCE TEACHERS' ATTITUDES TOWARDS MATHEMATICS TEACHING, AND (3) CITES IMPLICATIONS OF (1) AND (2) FOR INSERVICE EDUCATION PROGRAMS. THE CENTRAL PORTION OF THE BULLETIN DESCRIBES 3 TYPES OF EXISTING INSERVICE EDUCATION PROGRAMS. THE FIRST TYPE IS SELF-DIRECTED STUDY. PUBLICATIONS AND MATERIALS SUITABLE FOR USE IN PROGRAMS OF INDEPENDENT STUDY ARE ENUMERATED. THE SECOND TYPE CONSISTS OF DIRECTED SHORT-TERM STUDIES WHICH ARE CLASSIFIED AS ORIENTATION CONFERENCES AND AS WORKSHOPS AND INSTITUTES. REPRESENTATIVE PROGRAMS OF THIS TYPE ARE DESCRIBED. THE THIRD TYPE IS DIRECTED LONG-TERM STUDY. DESCRIPTIONS ARE PRESENTED OF PROGRAMS OF THIS TYPE WHICH ARE CURRENTLY IN OPERATION UNDER (1) LOCAL SPONSORSHIP, (2) JOINT STATE AND LOCAL SPONSORSHIP, AND (3) JOINT NATIONAL, STATE, AND LOCAL SPONSORSHIP. THE THIRD PRINCIPAL SECTION OF THE BULLETIN DISCUSSES THE ESTABLISHMENT OF GOALS, STANDARDS, AND EVALUATION CRITERIA FOR INSERVICE EDUCATION PROGRAMS AND SUGGESTS WAYS IN WHICH SCHOOL SYSTEMS CAN ENCOURAGE CONTINUING EDUCATION FOR TEACHERS. APPENDIXES INCLUDE A BIBLIOGRAPHY AND SOURCES OF MATHEMATICS INFORMATION. THIS DOCUMENT IS AVAILABLE FROM THE NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS, 1201 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036. (JS)