Abstract
The past decade has been a time of unprecedented change in elementary school mathematics. During this period the thinking of teachers, mathematics educators, and mathematicians was tapped to develop new mathematics programs for the elementary school. This is still in process and hopefully will continue. The major thrust of this movement has been to improve the content of school mathematics and to teach more mathematics in better ways to more children. Now there is a need to give increased attention to obtaining research evidence concerning the overall improvement of mathematics instruction.
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