From the Editor
As we move into the 1980’s, it is likely time that we who have as our main responsibility the teaching of mathematics to children take a serious look at the areas of concern and where emphasis should be placed.
The NCTM has given these matters a great deal of study, and has come up with some specific recommendations:
THAT
(l) problem solving he the focus of school mathematics in the 1980’s;
(2) basic skills in mathematics be refined to encompass more than computational facility;
(3) mathematics programs take full advantage of the power of calculators and computers at all grade levels;
(4) stringent standards of both effectiveness and efficiency be applied to the teaching of mathematics;
(5) the success of mathematics programs and student learning he evaluated have a wider range of measures than conventional testing;
(n) more mathematics study be required for all students, and a flexible curriculum with a greater range of options be designed to accommodate the diverse needs of the student population;
(7) mathematics teachers demand of themselves and their colleagues a high level of professionalism;
(8) public support for mathematics instruction be raised to a level commensurate with the importance of mathematical understanding to individuals and society.
Obviously these recommendations throw out a challenge to the public, the students, and to us as Professionals in particular. Are we up to this challenge?
Art Jorgensen
From the Editor
Art Jorgensen
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