Abstract
The revolution in school mathematics which began before the lau nching of the Russian Sputnik is now being felt in virtually every segment of the United States. Few schools have not adopted some form of curricular revision. In fact it is virtually impossible to obtain a mathematics textbook that does not in some way reflect contemporary thought. Thus our children are being exposed to a mathematics program that is, in a very real sense, different from the one that was for so long a part of our schools.
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