This is the second in a sequence of three papers describing an investigation of fifth graders' ability to learn to distinguish between valid and fallacious inferences from simple conditional premises. The measuring instrument used is discussed along with several problems and difficulties encountered in the development of reliable tests in…

This is the third in a sequence of three papers describing an investigation of fifth graders' ability to learn to distinguish between valid and fallacious inferences from simple conditional premises. This paper presents the research design and results. (MN)

A list of guidelines is given to be used by the writers of the articles appearing in this volume. The emphasis is to be on change as opposed to descriptions of existing instruction. (MP)

The major changes reported were the result of overseas influences such as SMSG, UICSM, and the Nuffield Project, although none was adopted intact. (MP)

The primary changes reported were two: in 1960 a Mathematics Curriculum Committee was appointed to introduce a uniform curriculum throughout the country; in 1975, a National Curriculum Committee was formed to prepare curricula in the light of modern knowledge. (MP)

This article, written in French, reports changes in elementary and secondary education. (MP)

The influences of various committees and organizations are reported: The Primary Report, The Jeffrey Report, ATM, SMP, MME, PMP, CSM, Swansea, The Nuffield Project, and The Schools Council. (MP)

The main goal has been efficient mass education in mathematics. An account is given of the ripening of the reform; reaction; changes in objectives, curricula structure, and content; and examples of the realization of the goal. (MP)

The main agents of change and their efforts are reported: The National Council of Educational Research and Training, the Central Board of Secretary Education, the Indian Schools Council, and professional organizations of teachers. (MP)

The changes summarized are school organization, subject matter, teaching methods, and attitudes toward mathematics. (MP)

The most influential factors reported are: the activities of the Commission on the Modernization of the Mathematics Program, social change, and change of the secondary educational system. (MP)

An historical account is given, listing four periods: the pre-independence era; the participation in the African Mathematics Program, 1961-69; the period 1970-75 when Nigeria elected not to participate in the West African Regional Mathematics program; and the Benin Conference of 1977. (MP)

Topics discussed include: the present mathematical curriculum, the Cracow experiment, mathematics curriculum reform in primary grades, teacher education, and the new educational system. (MP)

The introduction of a modern mathematics program is traced through several sources: the Entebbe Mathematics Program, the African Mathematics Program, the Joint School Project, and the West African Regional Mathematics Program. (MP)

Four major events and their impacts are discussed: in 1961, the government took over all schools; a new curriculum program was implemented in 1965; a 1971 rebellion of the youth resulted in drastic changes in education; and a new government in 1977 changed many aspects of the education program. (MP)