Article concludes that the greater the interpenetration of school and community, the greater the likelihood of community control. The implications of community control on curriculum design are discussed. (RW)

Inservice training is considered the first priority in curriculum development. Education of teaching staff through conferences, committees, and the establishment of a school resource center is discussed. (RW)

A "proof" is given to show that the set of natural numbers is not countable. (DT)

A classification of statistics courses in presented, with main categories of "course type,""methods of presentation,""objectives," and "syllabus." Examples and suggestions for uses of the classification are given. (DT)

A case is argued for developing patterns of mathematical thinking from those found in life. (DT)

Reasons are given for including computer programming in an elementary mathematics methods course. A model for a teacher training course is described in general and applied to lessons in programming. (DT)

Classical, formal, and intuitive mathematical proofs are discussed in relation to secondary school mathematics instruction. (DT)

This article discusses the pros and cons of CAI (computer assisted instruction) as compared to "computer as laboratory" (simulation, modelling, problem-solving, calculation, data bases). (DT)

The Computer Aided Teaching of Applied Mathematics Project at Cambridge University is briefly described, and evaluation and development of the project are discussed. (DT)

The present mode of computer usage, with its emphasis on numerical problem solving, in typical undergraduate mathematics courses is questioned. The role of the computer in developing an awareness of shape and pattern is emphasized. (DT)

The author argues that many who speak to the issues of elementary-school mathematics are not aware of the real problems. The clear objective of the teacher of young children is to provide them with experiences which will enhance their development. (SD)

Students were measured on eleven aptitudes from Guilford's structure-of-intellect cube, and randomly assigned to symbolic or figural instructional modes for a unit on functions. Achievement was measured and compared for students with different aptitudes. (SD)

Instructional approaches to vectors in n-space are discussed. (SD)

A course on the nature of mathematics and mathematical thinking is proposed for use in Indian secondary schools. Topics to be included are discussed. (SD)

Questions concerning probability which appeared on the General Certificate of Education test are analyzed in terms of the processes required to answer them. The relationships between these processes and cognitive development are discussed. (SD)