Attitudes of pre- and in-service teachers toward problem solving are discussed, and how to provide successful problem-solving experiences is described. Both formal and informal methods are included. (MNS)

A descriptive overview of computers in education is given, with the computer as an object of and for instruction. A diagram modeling the various uses is included. (MNS)

A model for the entire scope of the preservice program for K-6 teachers is described. Three interacting dimensions are included: content, methods, and clinical experiences. Each is discussed, with behavioral objectives listed. (MNS)

Findings from a review of 47 studies of compensatory education programs, most including work in mathematics, are briefly reported. (MNS)

Discussed are some aspects of competency based teacher education (CBTE) as they apply to the preparation of teachers of mathematics. Also, "competency" and how competencies may be identified are discussed, along with the effects of a competency orientation in methods courses, student teaching, and internship experiences. (Author/TG)

Problems and issues in mathematics education, including accountability, education of the non-college bound, curriculum reform, teacher education, and individualized instruction, are briefly discussed in this speech made by the president of the National Council of Teachers of Mathematics at the 1973 Annual Meeting. (DT)

Presents data on the mathematics attitudes of elementary education majors (N=81) and compares them to data obtained from students in a general astronomy course (N=71). Results indicate that the education students, as a whole, were positive in their attitudes toward success in and usefulness of mathematics. (JN)

The background needed in mathematics and other academic areas for the special education trainee to aid in employment and successful teaching is discussed. (JT)

Those aspects of bilingual education particularly relevant to the teaching of mathematics are examined. The discussion includes a brief overview of bilingual education and consideration of languages of instruction, appropriate cultural referents, and cognitive styles. (MK)

The general professional preparation of competent primary-grade teachers, as well as the mathematical component of the teacher education program, are discussed. Overall goals, mathematical content, courses, methodological concerns, and teacher competencies are detailed. (MNS)

Work with microcomputers should be included in the preservice teacher education program. Broadening students' horizons by making them aware of the scope and diversity of worthwhile uses of computers, questions to help them become discriminating, and modeling positive attitudes are each discussed. (MNS)

This descriptive report of Japan's instructional practices in elementary school mathematics briefly discusses time spent on arithmetic, objectives, parental and societal support, mathematics content for each grade, learning experiences, instructional materials, evaluation, and curriculum development. (DT)

Through a series of games, children can be given practice on making change and operating with money. (SD)