Abstract
Our society is a dynamic, changing society in which knowledge increases rapidly and unpredictably. Technological advances make available devices which have wide application for new types of instruction in our schools. Federal support for education provides funds to develop new programs for learners of varied ability. Experimental groups continue to prepare revised curricula for the elementary school. Textbook companies are continuing to publish new texts. In terms of these factors, what can we conjecture about the resultant changes in school mathematics? Certainly the adoption of an up-to-date text will not keep us in step very long.
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