Abstract
Before considering the subject “curriculum adjustments” as they apply to slow moving pupils, it will perhaps be worth while briefly to call attention to some historical facts regarding the growth of mathematics, in the high school and college courses. The teachers of mathematics, like many school officials, are inclined to assume that the mathematical content we are teaching today is the same as that taught by our forefathers. This is a false assumption: quite the contrary is true. Our present mathematical curriculum bas been with us hardly long enough to have a tradition, certainly not long enough to have acquired a sacredness which must be worshipped.
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