School-College Relationships
During the past decade the mathematical community has been prolific in offering advice to teachers colleges and schools of education concerning the preservice and in-service education of elementary mathematics teachers. Their recommendations, most notably those of the CUPM (Prepararion in Mathematics for Elementary School Teachers [rev. ed.; MAA, 1966]) and the Cambridge Conference on School Mathematics (Goals for School Mathematics [Houghton Mifflin, 1967]), have focused attention on the course content in mathematics currently offered new and senior teachers. It is, perhaps, unfortunate that these committees of mathematicians have not looked more deeply into the rather complex business of teaching mathematical ideas to young children, particularly since the effect of their recommendations so far has been less than overwhelmingly satisfactory.