Abstract
While we have been beating the drum about the revolution in elementary school mathematics in recent years, a second revolution has been quietly taking place. The science course improvement projects, sponsored by the National Science Foundation, have resulted in a number of experimental elementary school science programs, and many of the lessons in some of the programs involve mathematical operations. In some instances the mathematics required of the student in the new science programs seems to be more difficult than that which might confront the student in his study of mathematics per se.
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