Abstract
The past few years have witnessed what has been described by many as a revolution in school mathematics. Although this revolution is little more than ten years old, and has attained its full momentum within the past five years, its effects have been felt all the way from the elementary school to the college undergraduate program. The mathematics curriculum in grades seven through twelve has been the area of greatest activity, with the college-preparatory program receiving the greatest attention. The variety of new materials, textbooks, and entire new mathematics programs that has been developed for these grades is well known to those interested in the teaching of mathematics.
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