Abstract
A survey of the literature pertaining to modern mathematics education shows that disagreement tends to be the rule rather than the exception. Although there is an overwhelming acceptance and support of the general direction in which the mathematics curriculum is flowing, there are disagreements as to the importance of some of the newer topics such as topology, logic, and probability. Other areas of concern relate to the methodology used and some of the basic philosophical and psychological principles upon which a modern mathematics program is founded.
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