Abstract
THE COMMITMENT OF OUR NATION to an intensive scientific and technological development puts heavy pressure on our schools and colleges to produce an increased number of graduates well trained to pursue trades, professions, and scientific or academic careers dependent upon mathematical skills and abilities. While this pressure is felt especially in high schools, colleges and universities, its effects are reaching the grade-schools as well. From the stream of students flowing through our educational system we must obtain a greater proportion willing to pursue mathematical studies to more or less advanced levels, and we must in particular guarantee that among the students leaving the grade-schools an increased number will have a taste and inclination for mathematics sufficiently strong for them to study further mathematics in high school. This necessitates an improvement and enrichment of the mathematical elements in grade-school education.
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