Abstract
IN 1944, THE board of directors of the National Council of Teach ers of Mathematics created a Commission on Post-War Plans. Its assignment was to decide the basic mathematics needed for personal use by the post-war citizen... not just for those who planned to go to college or for those engaged in technical professions and trades, but for everyoae. On the basis of their deliberations, they were to pre scribe realistic goals in the post-war teaching of mathematics. Thesis Number 1, headlining the Commission's various reports, was mathematical literacy for all who can possibly achieve it. Ev?ry teach er of mathematics from grade one through junior college is vitally concerned with this thesis. Other recommendations followed: the large high school should provide a double track in mathematics; the teaching of arithemetic can be and should be improved, we should dif ferentiate on the basis of needs; the sequential courses should be greatly improved; and so forth. But this primary aim ?mathematical literacy for all ? was regarded throughout as the most important job facing the Commission.
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